IOÉ`` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `«bh º`` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `∏`Y KNOWLEDGE & LEADERSHIP ó`` ` ` ` ` ` ` ` `jGR á`©`eÉ`` ` ` ` ` ` ` ` L ZAYED UNIVERSITY ‫ﻣﻦ اﻟﻘﻠﺐ ﳌﻦ ﺳﻜﻦ ﻛﻞ ﻗﻠﺐ‬ ‫ﻋﻬﺪﻧﺎ أن ﻧﺘﻤﺴﻚ ﲟﺎ ﺗﻌﻠﻤﻨﺎه ﻣﻨﻚ‬ ‫وأن ﻳﻜﻮن ﻣﺎ ﺗﻌﻠﻤﻨﺎه ﻧاﺳ ﻟﻨﺎ‬ ‫& ﺧﻄﻮاﺗﻨﺎ اﻟﺮاﻫﻨﺔ واﳌﻘﺒﻠﺔ‬ ‫ﻣﻦ أﺟﻞ أن ﻧﻜﻮن ﻛﻤﺎ أردت ﻟﻨﺎ‬ ‫وﻛﻤﺎ أﺣﺒﺒﺖ أن ﺗﺮاﻧﺎ دوﻣﺎ‪...‬‬ ‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ º¡d IGô°S ’ ≈°Vƒa ¢SÉædG í∏°üj ’ GhOÉ°S º¡dÉ¡L GPG IGô°S ’ h …OhC’G IƒaC’G á«∏gÉ÷G ‘ Üô©dG AÉªμM óMCG äÉjƒàëŸG Contents 114 60 44 18 ‫رﱘ اﻟﺸﻤﺮي‬ & ‫ﺗﻜﻠﻔﺔ اﻟﻌﻤﺎﻟﺔ اﻟﻮاﻓﺪة‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫ا‬ ‫ﺻﺎﻟﺔ واﻟﺘﺤﻀﺮ‬:‫ﻣﺎراﺗﻴﺔ ﺑﲔ ا‬7‫اﻟﻬﻮﻳﺔ ا‬ :‫ﻧﻬﻀﺔ أﻓﺮﻳﻘﻴﺎ اﻟﻜى‬ ‫ﻫﻞ ﺗﻨﻄﻠﻖ ﻣﻦ ﺷﻤﺎﻟﻬﺎ اﻟﻌﺮﺑﻲ؟‬ Reem Al Shemari How Urbanisation Is Changing Emirati Identity The Cost of Foreign Labor in the UAE 86 ‫ﻣﺎراﺗﻴﺔ‬7‫اﳋﻴﻮل ا‬ ‫ﺳﻠﻌﺔ أﺻﻴــــــــــﻠﺔ ﻣﺘﻤـــــﺎﻳـــﺰة‬ Africa’s Major Renaissance: Will it Start From the Arab North? 54 30 8 ‫إﳒﺎز اﻟﻌﺮب ﻣﺆﺳﺴﺔ ﺗﻄﻮر ﻣﻬﺎرات اﻟﺸﺒﺎب‬ ‫ﻓﺮج ﻋﻠـﻲ ﺑﻦ ﺣﻤﻮده‬ ‫ﺳﻼﻣﻲ‬7‫ ا‬E‫ﻣﻌﻬﺪ دراﺳﺎت اﻟﻌﺎ‬ Injaz Al Arab an Organization to Inspire Faraj Ali Bin Hamoodah Institute for Islamic World Studies A Commodity Of Distinction The Arabian Horses In the UAE :‫& ﻫﺬا اﻟﻌﺪد أﻳﻀ‬ ‫رؤﻳﺔ‬ ‫ﻣﺎرات‬7‫أم ا‬ ‫ﺑﻘﻠﻢ ﻋﺒﺪ اﻟﻐﻔﺎر ﺣﺴﲔ‬ ‫ﻣﻦ أروﻗﺔ اﺨﻤﻟﺘات‬ ‫إﺑﺪاﻋﺎت‬ ‫أﻧﺎﻣﻞ وﻃﻨﻴﺔ‬ ‫ة‬O‫ ﺷﺮﻛﺎء اﳌﺴ‬:‫ﻟﻮﺣﺔ أﺷﺮف‬ ‫أﺧﺒﺎرﻧﺎ‬ Also in this issue: 4 6 24 76 94 102 122 130 Vision Mother of the Nation By Abdulgaffar Hussein From the Labs Creations National Hands Honor Roll: Distinguished Partners Events ،‫ول ﻣﻦ _ﻠﺔ "زاﻳﺪ “ اﻟﺘﻲ ﺗﺼﺪرﻫﺎ ﺟﺎﻣﻌﺔ زاﻳﺪ‬:‫أﻗﺪم اﻟﻌﺪد ا‬ ّ ‫ أن‬a‫ﻳﺴﻌﺪ‬ ‫ رﺻﻴﺪ ﻫﺬه اﳉﺎﻣﻌﺔ اﳌﺮﻣﻮﻗﺔ اﻟﺘﻲ ﻳﺤﻔﻞ‬c‫ﺑﺎﻛﻮرة إﺑﺪاﻋﻴﺔ ﻣﺘﻄﻮرة ﺗﻀﺎف إ‬ ‫ﻛﺎدﳝﻲ واﻟﺒﺤﺜﻲ أو ﺻﻌﻴﺪ‬:‫ ﺳﻮاء ﻋﻠﻰ اﳌﺴﺘﻮى ا‬،‫ﳒﺎزات اﳌﺘﻼﺣﻘﺔ‬7‫ﺳﺠﻠﻬﺎ ﺑﺎ‬ .‫ﻧﺸﻄﺔ ﺑﺘﻨﻮع _ﺎﻻﺗﻬﺎ وﺗﻄﻮراﺗﻬﺎ اﳌﻠﻤﻮﺳﺔ‬:‫ا‬ ‫ ﻓﻬﻮ أﻧﻬﺎ‬،‫ ﻫﺬه اﺠﻤﻟﻠﺔ‬c‫ﻻﻓﺖ ﻟﻠﻨﻈﺮ إ‬ ‫وإذا ﻛﺎن ﻣﻦ‬ j‫ ﺟﺪﻳﺪ‬j‫ﺗﺨﺘﻂ ﻟﻨﻔﺴﻬﺎ ﻣﺴﺎر‬ ٍ ّ ‫ﻟﺘﻔﺮدﻫﺎ‬ ‫ﺗﺘﻨﻮع ﻓﻴﻪ أﺷﻜﺎل اﻟﺜﻘﺎﻓﺔ‬ ّ ّ j‫وﻣﺘﻤﻴﺰ‬ ّ ‫ ﲟﺎ ﻳﺆﻛﺪ ﲤ ّﻴﺰﻫﺎ وﻳﺸﻬﺪ‬،‫وﺗﺘﻌﺪد‬ ‫ ﳉﺬب اﻟﻘﺮاء‬j‫ إﻧﻨﺎ ﻧﺴﺘﺸﺮف أن ﻳﻜﻮن ذﻟﻚ ﺣﺎﻓﺰ‬.‫ﺑﲔ ﻧﻈﺎﺋﺮﻫﺎ ﻣﻦ _ﻼت ﳑﺎﺛﻠﺔ‬ ‫ ﺑﻞ وﺷﻐﻔﻬﻢ ﲟﺎ ﻳﻘﺮؤون ﻓﻴﻬﺎ ﻣﻦ ﻣﻘﺎﻻت ورؤى وﺑﺤﻮث‬،‫إﻟﻴﻬﺎ واﻫﺘﻤﺎﻣﻬﻢ ﺑﻬﺎ‬ ‫ ﺳﻮاء ﻣﻦ داﺧﻞ اﳉﺎﻣﻌﺔ أو‬،‫ﲤﺲ أذواق اﻟﻘﺮاء ﻣﻦ ﻗﺮﻳﺐ‬ ‫ودراﺳﺎت وإﺑﺪاﻋﺎت‬ ّ .‫ﺧﺎرﺟﻬﺎ‬ ‫ أﻛ~ ﻣﻦ ﻧﺎﻓﺬة ﺗﻨﻔﺘﺢ ﻋﻠﻰ اﻟ|اث واﳊﺪﻳﺚ‬c‫ﻳﺄﺗﻲ ﻫﺬا اﻟﻌﺪد ﻟﻴﺼﺤﺐ اﻟﻘﺮاء إ‬ ‫ اﺳﺘﻬﻼل اﻟﻌﺪد ﺑﻜﻠﻤﺔ وﻓﺎء‬jO‫ وﻗﺪ أﻋﺠﺒﻨﻲ ﻛﺜ‬،‫ ﻫﺬا‬.‫واﳌﻌﺎﺻﺮ ﺳﻮاء ﺑﺴﻮاء‬ ،‫ ﻣﺆﺳﺲ اﻟﺪوﻟﺔ‬،‫ﻟﺼﺎﺣﺐ اﻟﺴﻤﻮ اﻟﻮاﻟﺪ اﻟﺮاﺣﻞ اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬ ‫ وﲢﺎول داﺋﻤ أن ﺗﻜﻮن‬،‫ اﻟﺘﻲ ﺗﺘﺸﺮف ﺑﺤﻤﻞ اﺳﻤﻪ اﻟﻜﺮﱘ‬،‫وﻣﺆﺳﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫ ﺳﻮاء‬،‫ وإﺑﺪاﻋ‬j‫وأداء وﲤﻴﺰ‬ ‫ ﻋﻤ ًﻼ‬:‫ﻋﻠﻰ ﺣﺴﻦ اﻟﻈﻦ اﻟﺬي ﺗﻮﻗّ ﻌﻪ ﻣﺆﺳﺴﻬﺎ ﻣﻨﻬﺎ‬ ً ‫ﻛﺎدﳝﻴﺔ ﻟﺪرﺟﺔ اﻟﺒﻜﺎﻟﻮرﻳﻮس أو اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺘﺨﺼﺼﺎت اﳌﺘﻨﻮﻋﺔ‬:‫& ﺑﺮا_ﻬﺎ ا‬ ‫ وﻛﺬﻟﻚ & ﻛﻮﻧﻬﺎ ﺑﻴﺖ ﺧة ﻟﻼﺳﺘﺸﺎرات اﻟﻌﺪﻳﺪة واﻟﺒﺤﻮث‬،O‫ﻟﺪرﺟﺔ اﳌﺎﺟﺴﺘ‬ ‫وﻓﺎء أﻣﻴﻨ ﻟﺘﻮﺟﻴﻬﺎت اﻟﻘﻴﺎدة ﳑ ّﺜﻠﺔ & ﺻﺎﺣﺐ‬ ‫اﳌﺘﻤﻴﺰة واﻟﺘﺪرﻳﺐ اﳌﺜﻤﺮ‬ ً ‫اﻟﺴﻤﻮ اﻟﻮاﻟﺪ اﻟﺸﻴﺦ ﺧﻠﻴﻔﺔ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن رﺋﻴﺲ اﻟﺪوﻟﺔ ـ ﺣﺮﺳﻪ ا وﺣﻤﺎه ـ‬ ‫ & دﻋﻢ ﻫﺬه اﳉﺎﻣﻌﺔ ودﻓﻌﻬﺎ ﻣﻊ‬j‫وﺳﻤﻮه داﺋﻤ ﻻ ﻳﺪﺧﺮ ﻧُﺼﺤ وﻻ ﻳﺄﻟﻮ ﺟﻬﺪ‬ c‫ ﻧﻨﺘﻬﺰ ﻫﺬه اﳌﻨﺎﺳﺒﺔ ﻟﻓﻊ إ‬.‫ﻣﺎم‬:‫ ا‬c‫ﻧﻈﺎﺋﺮﻫﺎ ﻣﻦ ﻣﺆﺳﺴﺎت اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ إ‬ .‫ ﻟﺪﻋﻤﻪ وﻣﺴﺎﻧﺪﺗﻪ‬j‫ﺳﻤﻮه أﺳﻤﻰ آﻳﺎت اﻟﺘﻘﺪﻳﺮ واﻟﻮﻻء ﻋﺮﻓﺎﻧ ﺑﻔﻀﻠﻪ وﺗﺄﻛﻴﺪ‬ ‫ﻛﺬﻟﻚ ﻧﺸﻜﺮ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم ﻧﺎﺋﺐ رﺋﻴﺲ اﻟﺪوﻟﺔ‬ ‫ وأﺧﻴﻪ اﻟﻔﺮﻳﻖ أول ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺢ ﻤﺪ‬،‫رﺋﻴﺲ _ﻠﺲ اﻟﻮزراء ﺣﺎﻛﻢ دﺑﻲ‬ ‫ﻋﻠﻰ ﻟﻠﻘﻮات اﳌﺴﻠﺤﺔ رﺋﻴﺲ‬:‫ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن و ﻋﻬﺪ أﺑﻮ ﻇﺒﻲ ﻧﺎﺋﺐ اﻟﻘﺎﺋﺪ ا‬ ‫ وﻋﺮﻓﺎﻧ ﳊﺮﺻﻬﻤﺎ اﻟﺘﺎم ﻋﻠﻰ‬j‫ وذﻟﻚ ﺗﻘﺪﻳﺮ‬،‫ﻣﺎرة أﺑﻮﻇﺒﻲ‬7 ‫اﺠﻤﻟﻠﺲ اﻟﺘﻨﻔﻴﺬي‬ .‫ﺟﺎﻣﻌﺔ زاﻳﺪ وﺗﻄﻮرﻫﺎ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮة‬ ،‫ ﻻ ﻳﺴﻌﻨﻲ إﻻ أن أﺣ ّﻴﻲ اﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ إﺻﺪار ﻫﺬه اﺠﻤﻟﻠﺔ‬،‫& ﻧﻬﺎﻳﺔ ﻫﺬه اﻟﻌﺠﺎﻟﺔ‬ ‫ ﺛﻘﺎ& ﻳﻨﻘﻞ واﻗﻊ اﻟﻌﻤﻞ & ﺟﺎﻣﻌﺔ زاﻳﺪ‬O‫واﻟﺘﻲ أرﺟﻮ ﻟﻬﺎ أن ﺗﻜﻮن ﲟﺜﺎﺑﺔ ﺳﻔ‬ ‫ﺟﻮ ﻣﻦ‬ ٍ & ،‫ وﺑﻬﺬا ﻳﺘﻢ اﻟﺘﻮاﺻﻞ اﳌﻨﺸﻮد ﺑﲔ اﳉﺎﻣﻌﺔ واﺠﻤﻟﺘﻤﻊ‬،‫ اﺠﻤﻟﺘﻤﻊ‬c‫إ‬ .‫اﻟﻔﻬﻢ واﻟﺘﻔﺎﻫﻢ واﻟﺘﻌﺎون اﻟﻮﺛﻴﻖ واﳌﺴﺘﻤﺮ‬ It gives me great pleasure to introduce you to the ﬁrst issue of Zayed Magazine; a creative new publication from Zayed University. Like a glowing crown, “Zayed” frames the University’s academic excellence and research achievements as well as its almost countless activities in the community. Zayed will captivate readers with its unique insight to the University. Its rich array of articles by distinguished UAE citizens, University faculty, and Zayed University will enlighten the minds of readers and often touch their hearts. This inaugural issue opens more than one window on our heritage and contemporary culture. I was touched by the tribute paid to our late Father, His Highness Sheikh Zayed bin Sultan Al Nahyan, Founder of the Nation and, so important to me, Zayed University. This University proudly bears his dear name and strives to fulﬁll his aspirations. Its academic programs, leading to baccalaureate and graduate degrees, thrive under the leadership and vision of His Highness, Sheikh Khalifa bin Zayed Al Nahyan, President of our Nation, who spares no effort to advise and support the University as it moves ever higher in its global reputation. We seize this opportunity to reaffirm our sincere gratitude and faithful allegiance to His Highness. We also convey our deepest thanks and appreciation for the continuing encouragement and support of His Highness Sheikh Mohammed bin Rashid Al Maktoum, UAE Vice President, Prime Minister and Ruler of Dubai, and his brother, His Highness General Sheikh Mohammed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi, Deputy Supreme Commander of the Armed Forces and Chairman of the Executive Board of the Emirate of Abu Dhabi. And ﬁnally we express our appreciation to the team in charge of Zayed Magazine and hope that this magazine will be a distinguished ambassador from Zayed University, providing delightful knowledge to its readers and fostering mutual understanding and close cooperation. .‫ اﻟﺘﻮﻓﻴﻖ‬ ّ ‫وا و‬ ‫ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن‬ ‫رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ‬ Nahayan Mabarak Al Nahayan President of Zayed University ‫أم ا‪7‬ﻣﺎرات‬ ‫ﻫﺬه اﻟﻘﺼﻴﺪة ﻣﻬﺪاة إ‪ c‬ﺳﻤﻮ اﻟﺸﻴﺨﺔ ﻓﺎﻃﻤﺔ ﺑﻨﺖ ﻣﺒﺎرك رﺋﻴﺴﺔ اﻻﲢﺎد اﻟﻨﺴﺎﺋﻲ اﻟﻌﺎم اﻟﺮﺋﻴﺴﺔ ا‪:‬ﻋﻠﻰ ﳌﺆﺳﺴﺔ اﻟﺘﻨﻤﻴﺔ ا‪:‬ﺳﺮﻳﺔ ﲟﻨﺎﺳﺒﺔ‬ ‫ﺗﺨﺮﻳﺠﻬﺎ اﻟﺪﻓﻌﺔ اﻟـ ‪ 30‬ﻣﻦ ﺟﺎﻣﻌﺔ ا‪7‬ﻣﺎرات واﻟﺪﻓﻌﺔ اﻟـ ‪ 9‬ﻣﻦ ﺟﺎﻣﻌﺔ زاﻳﺪ واﻟﺪﻓﻌﺔ اﻟـ ‪ 20‬ﻣﻦ ﻛﻠﻴﺎت اﻟﺘﻘﻨﻴﺔ اﻟﻌﻠﻴﺎ & ﺗﺎرﻳﺦ ‪ 20‬أﺑﺮﻳﻞ ‪.2011‬‬ ‫ﻳﺎ ﺳﻴـﺪات وآﻧﺴـﺎت وﺣﺎﺿـﺮات‬ ‫ﺣـﻲ ﻛﺒﺎرﻫـﺎ‬ ‫ﻳـﺎ أﻛـﺮم اﻻﻛـﺮام‬ ‫ّ‬ ‫ﻣﻦدار ﺑﻮراﺷﺪﺳﺒﻘـﺖاﻟﺴﺎﺑﻘـﺎت‬ ‫ﺟﺎوزت ﻃﻴـﺮ اﻟﻌﺰ & أﻃﻴـﺎرﻫـﺎ‬ ‫إ‪ c‬ﻣﻌﺎﻟـﻲ اﻟﻌﺎﻟﻴـﺎت اﻟﺸﺎـﺎت‬ ‫ﺑـﺎﻗـﺔ ﻣﻦ ا‪:‬ﺑﻴـﺎت & ﻣﻘﺪارﻫـﺎ‬ ‫ﺗﻌﺪو ﺑﻲ ا‪:‬ﻓﻜـﺎر ﻋﺪو اﻟﻌـﺎدﻳـﺎت‬ ‫وﺗﺴﺎﺑﻘـﺖ ﻛﺎﳋﻴـﻞ & ﻣﻀﻤﺎرﻫـﺎ‬ ‫ِود ﻛﻞ أﺑﻴﺎﺗـﻲ ﺗﻔﻮق ﻣـﻦ اﳊـﻼة‬ ‫ﺗز ﻛﺄﺣﻠـﻰ اﻟـﺪر & أﻓﻜـﺎرﻫـﺎ‬ ‫‪:‬ﺟﻞ اﻟﺘﻲ ﻓﻴﻬﺎ اﺣﺘﻔـﻦ ﻛﻞ اﻟﺒﻨـﺎت‬ ‫أم أﻗﺒـﻠـﻦ ﻣﻦ ﺣﻮﻟﻬـﺎ أﻣﻬـﺎرﻫـﺎ‬ ‫ﺳﺤـﺐ ﳑﻄـﺮات‬ ‫أم ﺗﻬﻞ اﳋﻴـﺮ‬ ‫ٍ‬ ‫ﱟ‬ ‫ﻣﻦ ﺧ‪O‬ﻫـﺎ ﳒﻨﻲ ﺣﺼﺎد أﺛﻤﺎرﻫـﺎ‬ ‫& ﻗﻠﻮﺑﻨـﺎ ﺣﺒﻬـﺎ ﺑﺪون ﻣﺒـﺮرات‬ ‫ﻳﻜﺴـﻲ ﻓﺮح ﻟﻮﺟـﻮه ﻣﻦ اﻧﻈﺎرﻫـﺎ‬ ‫اﺳﻢ & ﻋﻠـﻮ اﻟﺴﺎﻣﻴـﺎت‬ ‫ﻗﺒﻞ اذﻛﺮ‬ ‫ٍ‬ ‫ﻗﺼﻴﺪﺗـﻲ أم اﻟﺸﻴـﻮخ ﺷﻌـﺎرﻫـﺎ‬ ‫دوﻧﺘﻬﺎ & اﻟﻘـﻠﺐ ﻏ‪ O‬اﻻﺧـﺮﻳـﺎت‬ ‫ﻓﺎح اﻟﻌﻄﺮ واﳌﺴـﻚ ﻣﻦ أزﻫﺎرﻫـﺎ‬ ‫ﻋﻦ أي اﺧﺮى ﻓﺎﻃﻤـﺔ ﻓﺎﻗﺖ ﺳﻤـﺎت‬ ‫ا وﻫﺐ زاﻳـﺪ ﻟـﻬـﺎ واﺧﺘﺎرﻫـﺎ‬ ‫ا ﺟﻌـﻞ ﻓﻴﻬـﺎ ﺧﺼـﺎل اﻟﻄﻴﺒـﺎت‬ ‫ﺑﲔ اﻟﺘﻮاﺿــﻊ واﻟﻐـــﺮور وﻗــﺎرﻫــﺎ‬ ‫وﺻﻒ اﺣﺘﻮاﻫﺎ اﻟﻌﻒ ام اﻟﻄﺎﻫـﺮات‬ ‫ﻗــﺪ ٍر و ﻫﻴﺒـــﺔ زاد ﻣـﻦ ﻣﻘﺪارﻫـﺎ‬ ‫ﺑﺎﻟﻌـﻠﻢ ﻳﺎ ﻛﻢ ﺣﻘﻘـﺖ ﻛﻞ أﻣﻨﻴـﺎت‬ ‫ﺷﻌـﺖ دروب أﻧـﻮارﻫـﺎ‬ ‫ﻻﻣﻴـﺔٍ‬ ‫ّ‬ ‫ّ‬ ‫ﻤﺴﻤﻴـﺎت‬ ‫ﻓﻌـ ًﻼ ﻳﻠﻴـﻖ ﻣﻘﺎﻣﻬـﺎ ِﺑ‬ ‫ّ‬ ‫أم اﻟﺸﻴﻮخ اﻟﻌـﺰ ﺗـﺎج أﺧﻴـﺎرﻫـﺎ‬ ‫أم اﳉﻤﻴﻊ وﻣﺎﻫﻲ ﻣﺜﻞ أي اﻣﻬـﺎت‬ ‫ﻣـﺎ & ﻣﺜﻠﻬﺎ ﻟﻮ & ﻏ‪ O‬ﻛﺜﺎرﻫـﺎ‬ ‫ام ﻟﻜــﻞ ا‪7‬ﻣـــﺎرات‬ ‫أم اﻟﻔﺨـــﺮ و ﱟ‬ ‫ا اﻟﻜﺒﻴـﺮ و ﺣﻨّـﺎ ﻛﻠﻨﺎ ﺻﻐﺎرﻫـﺎ‬ ‫ﺗﻘـﺪر ﻣﻦ ﺳﻌـﻰ ﻟﻠﻌـﺎﻟﻴـﺎت‬ ‫أم‬ ‫ّ‬ ‫ﱟ‬ ‫ﺣﻔﻞ اﻟﺘﺨﺮج ﻛﻞ ﺳﻨـﻪ & دارﻫـﺎ‬ ‫أم اﻟﻜـﺮم أﻛﺮﻣﺘﻨـﺎ اﲟﻜﺮﻣﺎت‬ ‫ﻣﺸﺎﻋـﺮ ﺑﺎﻟـﻮد ﻓﻴﺾ اﻧﻬـﺎرﻫـﺎ‬ ‫ٍ‬ ‫أم اﻟﺸﺒـﻞ اﻟﻠـﻲ ﻛﺜﻴـﺮ اﳌﻌﻄﻴﺎت‬ ‫وا& اﻟﻌﻄﺎ & ﻛﻞ اﻣـﺎره زارﻫـﺎ‬ ‫ﻤـﺪٍ ﺷﻮﻓـﻪ ﻛﺤﻞ ﻋﲔ اﻟﺒﻨـﺎت‬ ‫ﺳﻤـﺢ اﶈﻴﺎ ﺑﻮﻇﺒﻲ ﻣﻐـﻮارﻫـﺎ‬ ‫ﻳﺎ ﺣﺎﺿﺮات و ﻣﺼﻐﻴﺎت و ﺳﺎﻣﻌﺎت‬ ‫رﺟﻮ ﻗﺼــﻮر اﻟﺸــﺎﻋـﺮه اﻋﺬارﻫـﺎ‬ ‫ﻗﺼﻴﺪﺗﻲ & ﻓﺎﻃﻤـﺔ ﻳﻮم اﻧﻬﺎ ﺟﺎت‬ ‫زاد اﻟﻘـﺪر و اﻟﻌـﺰ & ﻣﻘﺪارﻫـﺎ‬ ‫ان ﻛﺎﻧﺖ اﻻﺑﻴـﺎت ﻧﺎﻟﺖ ﻣﻌﺠﺒـﺎت‬ ‫ﻓﺨﺮ و ﻋﺰﱟ ﻓـﻲ ﺳـﻠﻚ ﻣﺴﻴﺎرﻫـﺎ‬ ‫وان ﻛﺎن ﻣﺎ ﺗﺮﺿﻲ ﺟﻤﻴﻊ اﻟﺬاﻳﻘﺎت‬ ‫ﻣﺎ اﺑﻨﺠـﻮم ان رﺿﺖ اﻗﻤﺎرﻫـﺎ‬ ‫ﻣﻬﺮة اﻟﻌﺰ‬ 9 8 ‫ﺳﻼﻣﻲ & دوﻟﺔ‬7‫ ا‬E‫ﻟﻘﺪ ﺣﺎن اﻟﻮﻗﺖ ﻟﺒﻨﺎء ﻣﺆﺳﺴﺔ أﻛﺎدﳝﻴﺔ ﻋﺎﳌﻴﺔ ﻟﺪراﺳﺎت اﻟﻌﺎ‬ ‫ ﻟﻠﺪراﺳﺎت‬j‫ﻣﺎراﺗﻴﻮن رواد‬7‫ ﻧﺄﻣﻞ ﻣﻌﻬﺎ & ﻣﺴﺘﻘﺒﻞ ﻳﻜﻮن ﻓﻴﻪ اﻟﻄﻠﺒﺔ ا‬،‫ﻣﺎرات‬7‫ا‬ ‫ﻣﺎرات ﻣﻦ ﺑﻠﺪ ﻳﺼﺪر اﻟﻄﻼب اﻟﺮاﻏﺒﲔ‬7‫ وﺗﻨﺘﻘﻞ ﻓﻴﻪ دوﻟﺔ ا‬،E‫ﺳﻼﻣﻴﺔ & اﻟﻌﺎ‬7‫ا‬ ‫ وﻃﻦ ﻳﻮﻓﺮ ﻣﺆﺳﺴﺔ ﻟﻠﺪراﺳﺎت‬c‫ ﺧﺎرج ﺣﺪوده إ‬c‫& اﺳﺘﻜﻤﺎل دراﺳﺎﺗﻬﻢ إ‬ ‫ﺳﻼﻣﻴﺔ اﻟﻌﺎﳌﻴﺔ وﻳﺠﺬب اﻟﻄﻼب وﻳﻨﺘﺞ ﺑﺤﻮﺛ ﺑﺎﻟﺘﻌﺎون ﻣﻊ أﻓﻀﻞ اﳌﺆﺳﺴﺎت‬7‫ا‬ .E‫اﻟﻌﻠﻤﻴﺔ & اﻟﻌﺎ‬ áÑ∏£dG ¬«a íÑ°üj Ó k Ñ≤à°ùe Qƒ°üàf øëf” ‘ á«eÓ°SE’G äÉ°SGQó∏d kGOGhQ ¿ƒ«JGQÉeE’G “.⁄É©dG “WE ENVISION A FUTURE WHERE EMIRATI STUDENTS WILL BECOME THE WORLD’S LEADING SCHOLARS IN ISLAMIC WORLD STUDIES.” ‫ ﻓﻬﻮ ﻳﻬﺘﻢ‬،‫ﻳﺘﻤﻴﺰ اﳌﻌﻬﺪ اﳉﺪﻳﺪ ﻋﻦ اﳌﺸﺎرﻳﻊ اﻟﻘﺎﺋﻤﺔ ﻋﺎﳌﻴ & ﻫﺬا اﺠﻤﻟﺎل‬ ‫ﺳﻼﻣﻴﺔ ﺑﺎﳌﻌﻨﻰ‬7‫ وﻟﻜﻨﻪ ﻳﺠﻤﻊ ﻣﺎ ﺑﲔ اﻟﺪراﺳﺎت ا‬،‫ﺳﻼﻣﻲ‬7‫ ا‬E‫ﺑﺪراﺳﺎت اﻟﻌﺎ‬ ‫ وﻫﻮ‬،‫ وﻳﺮﺑﻄﻬﺎ ﺟﻤﻴﻌﻬﺎ ﻣﻌ ﺑﺎﻟﻮاﻗﻊ‬،‫ﻧﺴﺎﻧﻴﺔ‬7‫ واﻟﻌﻠﻮم اﻻﺟﺘﻤﺎﻋﻴﺔ وا‬،‫اﻟﺸﺮﻋﻲ‬ ،‫ﻛﺎدﳝﻲ & ﻫﺬه اﺠﻤﻟﺎﻻت‬:‫ﺑﺪاع ا‬7‫ﻧﺘﺎج وا‬7‫ﻣﻮﺟﻪ ﺑﺸﻜﻞ أﺳﺎﺳﻲ ﻟﺘﺸﺠﻴﻊ ا‬ ‫ﻛﺎدﳝﻲ أو اﻟﺘﻄﻮﻳﺮ‬:‫ﺑﺪاع ا‬7‫ﻟﻜﻨﻪ & ﻧﻔﺲ اﻟﻮﻗﺖ ﻳﻌﻤﻞ ﻋﻠﻰ رﺑﻂ ﻫﺬا ا‬ ،‫ﺷﺨﺎص اﻟﻌﺎﻣﻠﲔ & ﻫﺬه اﳌﻴﺎدﻳﻦ‬:‫ ﺑﺘﻄﻮﻳﺮ ﻣﻬﺎرات ا‬،‫ﻛﺎدﳝﻲ واﻟﻔﻜﺮي‬:‫ا‬ ‫ ﻓﺈن ﻫﺬه‬،‫ﺳﻼﻣﻴﺔ‬7‫ أو دﻛﺘﻮراه & اﻟﺪراﺳﺎت ا‬O‫ﲟﻌﻨﻰ أﻧﻨﺎ ﻟﻮ ﲢﺪﺛﻨﺎ ﻋﻦ ﻣﺎﺟﺴﺘ‬ ‫وﻗﺎف واﻟﺸﺆون‬:‫ﺳﺎس ﻟﻠﻌﺎﻣﻠﲔ ﺑﺤﻘﻞ ا‬:‫اﻟﺪرﺟﺎت اﻟﻌﻠﻤﻴﺔ ﺳﺘﻜﻮن ﻣﻮﺟﻬﺔ ﺑﺎ‬ & ‫ ﺑﺤﻴﺚ ﻳﺘﻢ اﻟﺮﺑﻂ ﺑﲔ ﻣﺎ ﻳﺘﻢ ﺗﺪرﻳﺴﻪ‬،‫ و& ﺣﻘﻞ اﻟ|ﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ‬،‫ﺳﻼﻣﻴﺔ‬7‫ا‬ ‫ ﻓﻼ ﻳﻜﻮن ﻫﻨﺎك اﻧﻔﺼﺎل‬،‫ﺷﺨﺎص‬:‫اﳉﺎﻣﻌﺔ وﺑﲔ اﳌﺘﻄﻠﺒﺎت اﻟﻮﻇﻴﻔﻴﺔ ﻟﻬﺆﻻء ا‬ ‫ﺳﻼﻣﻴﺔ ﺑﺎﳌﻌﻨﻰ اﻟﻨﻈﺮي وﺑﲔ اﳌﻤﺎرس أو اﳌﻄﺒﻖ‬7‫ﺑﲔ ﻣﻦ ُﻳﺪرس اﻟﻌﻠﻮم ا‬ .‫ﻟﻬﺬه اﻟﺪراﺳﺎت‬ Zayed University envisions a future when the UAE will evolve from a nation that sends its students abroad for graduate education to a nation that itself offers sound graduate education. The Institute for Islamic World Studies can participate in that change. The Institute for Islamic World Studies is an innovative educational model. The Institute will provide education in Islamic world studies through an outcome-based curriculum that encourages academic creativity and develops the research, critical-thinking, and communication skills of its students. In that context, the M.A. and Ph.D. academic degrees conferred in Islamic studies will be directed toward professionals in Islamic ﬁnance, Waqf (Islamic endowment), Islamic affairs, and the educational ﬁeld. The degree programs will strengthen the intrinsic link between practice and theory in Islamic studies through a richly varied curriculum. With its robust research agenda, courses, and programs, the Institute will promote heritage and will adapt the outcomes of contemporary intellectual production, creating an environment in which scholars and professionals will be equipped to deal effectively with complex twenty-ﬁrst century realities. ‫ ﺑﺸﻜﻞ ﻳﻜﻮن ﻓﻴﻪ ﺗﺼﻤﻴﻢ اﳌﻨﺎﻫﺞ‬،‫ﻫﺬا ﻫﻮ اﻟﺘﻤﻴﺰ اﻟﺬي ﻳﻘﻮم ﻋﻠﻴﻪ اﻟﻧﺎﻣﺞ‬ ‫ﻧﺘﺎج‬7‫واﳌﺴﺎﻗﺎت وﺘﻮﻳﺎﺗﻬﺎ ﻫﺎدﻓﺎ أﺳﺎﺳ ﻟﺮﺑﻂ ﻣﺎ ﻳﻮﺟﺪ & اﻟ|اث و& ا‬ ،‫ اﻟﻮاﻗﻊ‬O‫ وﺳﻴﻠﺔ ﻟﺘﻐﻴ‬c‫ ﻟﻴﺘﺤﻮل اﻟﻔﻜﺮ إ‬،‫ﺳﻼم ﻣﻊ اﻟﻮاﻗﻊ‬7‫اﻟﻔﻜﺮي اﳌﻌﺎﺻﺮ & ا‬ .‫ وﺗﻄﻮﻳﺮ ﻗﺪرات اﻟﻌﺎﻣﻠﲔ & ﻫﺬه اﺠﻤﻟﺎﻻت‬O‫ﻣﻦ ﺧﻼل ﺗﻐﻴ‬ ‫ﻣﻌﻬﺪ ﻋﻠﻰ ﻣﺴﺘﻮى ﻋﺎﳌﻲ‬ ‫اﻟﻔﻜﺮة ﻛﺎﻧﺖ ﻧﺎﺑﻌﺔ ﻣﻦ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن اﻟﺬي أراد أن ﺗﺆﺳﺲ‬ ‫ ﻋﻘﺪﻧﺎ‬،‫ وﻗﺪ ﰎ اﻟﻌﻤﻞ ﻋﻠﻴﻪ ﻋﻠﻰ ﻣﺪى ﺳﻨﺔ ﻛﺎﻣﻠﺔ‬،‫ﺟﺎﻣﻌﺔ زاﻳﺪ ﻫﺬا اﻟﻧﺎﻣﺞ‬ ،‫ و& أﻣﺮﻳﻜﺎ‬،‫ ﻫﻨﺎ & ﺟﺎﻣﻌﺔ زاﻳﺪ‬،E‫ﺧﻼﻟﻬﺎ ﺟﻠﺴﺎت & أﻛ~ ﻣﻦ ﻣﻜﺎن & اﻟﻌﺎ‬ ،E‫ة & اﻟﻌﺎ‬O‫ واﻃﻠﻌﻨﺎ ﻋﻠﻰ ﻣﻌﻈﻢ اﳌﻌﺎﻫﺪ اﻟﻨﻈ‬،‫ﻫﺎ‬O‫ وﻏ‬،‫و& ﺳﻨﻐﺎﻓﻮرة‬ ‫ وﺷﺎﻫﺪﻧﺎ ﻣﺎ‬،‫وروﺑﻲ أو اﳌﻮﺟﻮدة & أﻣﺮﻳﻜﺎ‬:‫ﺳﻮاء اﳌﻮﺟﻮدة & دول اﻻﲢﺎد ا‬ &‫ و‬،‫ و& ﺟﺎﻣﻌﺔ ﺟﻮرج ﺗﺎون‬،‫ﻫﻮ ﻣﻮﺟﻮد & ﻫﺎرﻓﺎرد واﳌﻮﺟﻮد & ﺑﺮﻧﺴﺘﻮن‬ ‫ ﻛﺬﻟﻚ‬،‫ و& أﺳ|اﻟﻴﺎ‬،‫ و& ﻣﻌﻬﺪ آل ﻣﻜﺘﻮم & داﻧﺪي & اﺳﻜﺘﻠﻨﺪا‬،‫أﻛﺴﻔﻮرد‬ E‫ﺳﻼﻣﻴﺔ واﻟﻌﺎ‬7‫ﺳﺎﺗﺬة اﳌﺘﺨﺼﺼﲔ & اﻟﺪراﺳﺎت ا‬:‫ ﻣﻦ ا‬O‫ﰎ ﺟﻤﻊ ﻋﺪد ﻛﺒ‬ ‫ وﰎ اﻻﺳﺘﻌﺎﻧﺔ‬،‫ ﻣﺴﻠﻤﲔ‬O‫ ﻣﺴﻠﻤﲔ وﻏ‬،E‫ﺳﻼﻣﻲ ﻣﻦ ﻛﻞ ﻣﻜﺎن & اﻟﻌﺎ‬7‫ا‬ ‫ﻧﺸﺎء ”ﻣﻌﻬﺪ دراﺳﺎت‬7 ‫ ﻻﺳﺘﺨﻼص اﻟﺼﻮرة اﳌﻨﺎﺳﺒﺔ‬،‫ﻓﻜﺎر‬:‫ﺑﺄﻓﻀﻞ ا‬ ‫ أﻣﺎ ﻋﻦ اﻟﺘﺨﺼﺼﺎت‬.‫ واﻟﺪﻛﺘﻮراه‬O‫ ﻟﻴﻘﺪم درﺟﺘﻲ اﳌﺎﺟﺴﺘ‬،“‫ﺳﻼﻣﻲ‬7‫ ا‬E‫اﻟﻌﺎ‬ ‫ أوﻟﻬﺎ ﺳﻴﻜﻮن ﺗﺨﺼﺼ ﻳﺮﻛﺰ ﻋﻠﻰ اﻟﺪراﺳﺎت‬،‫اﳌﻄﺮوﺣﺔ ﻓﻴﻪ ﻓﺴﺘﻜﻮن ﻣﺘﻌﺪدة‬ ‫ﻓﻜﺎر‬:‫ واﻟﺘﻲ ﻫﻲ ﺗﻠﻚ اﻟﺪراﺳﺎت اﻟﺘﻲ ﺗﻘﺪم ﺧﻼﺻﺔ ا‬،‫ﺳﻼﻣﻴﺔ ﺑﺎﳌﻌﻨﻰ اﻟﻌﺎم‬7‫ا‬ ‫ واﻟﻔﻘﻪ‬،‫ وﻋﻠﻮم اﳊﺪﻳﺚ‬،‫ ﻣﺜﻞ ﻋﻠﻮم اﻟﻘﺮآن‬،‫اﳌﻮﺟﻮدة & اﻟﺘﺨﺼﺼﺎت اﻟﺸﺮﻋﻴﺔ‬ .‫ ﺑﺤﻴﺚ ﺗﻘﺪم ﻛﻞ ﻫﺬه اﻟﻌﻠﻮم ﺑﺼﻮرة ﺗﻨﺎﺳﺐ اﻟﻌﺼﺮ‬،‫أو أﺻﻮل اﻟﻔﻘﻪ‬ ‫ ﻫﺬا اﻟﺘﻮﺟﻪ ﺑﻘﻮﻟﻪ ”اﳌﻘﺼﻮد‬،‫ اﻟﻘﺎﺋﻢ ﻋﻠﻰ اﳌﺸﺮوع‬،‫وﻳﺼﻒ اﻟﺪﻛﺘﻮر ﻧﺼﺮ ﻋﺎرف‬ ،‫ وﲢﺴﲔ وإﺻﻼح اﻟﻮاﻗﻊ‬O‫ن ﻣﻦ أﻫﺪاف اﻟﺪﻳﻦ ﺗﻐﻴ‬: ،‫ﻓﻬﻢ اﻟﺪﻳﻦ ﺑﺸﻜﻞ ﻣﻌﺎﺻﺮ‬ ‫ ﻣﻨﺎﻫﺞ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺪﻳﻦ ﲟﺎ‬O‫ ﻓﻬﻢ اﻟﺪﻳﻦ وﺗﺘﻐ‬O‫ ﻓﻼﺑﺪ أن ﻳﺘﻐ‬،O‫واﻟﻮاﻗﻊ ﻣﺘﻐ‬ E‫ و& ﻧﻔﺲ اﻟﻮﻗﺖ ﻧﻮﻇﻒ ﻣﺎ ﻳﻮﺟﺪ & اﻟﻮاﻗﻊ اﳌﻌﺎﺻﺮ أو اﻟﻌﺎ‬،‫ﻳﻨﺎﺳﺐ اﻟﻌﺼﺮ‬ “.‫اﳌﻌﺎﺻﺮ ان ﻣﻦ ﻣﻨﺎﻫﺞ وﻋﻠﻮم ﻟﺘﺴﺎﻋﺪﻧﺎ أﻛ~ & ﻓﻬﻢ اﻟﺪﻳﻦ‬ 11 :‫ ﻋﻠﻰ ﻧﺤﻮ ﻣﺎ ﻳﺆﻛﺪ اﻟﺪﻛﺘﻮر ﻋﺎرف ﺑﻘﻮﻟﻪ‬،‫ﳒﻠﻴﺰﻳﺔ‬7‫ﺳﺘﻜﻮن اﻟﺪراﺳﺔ ﺑﺎﻟﻠﻐﺘﲔ اﻟﻌﺮﺑﻴﺔ وا‬ ،‫ﳒﻠﻴﺰﻳﺔ‬7‫ ﻳﺠﺐ أن ﻳﻄﻠﻊ ﻋﻠﻰ ﻣﺮاﺟﻊ ﺑﺎﻟﻠﻐﺔ ا‬،‫”ﺣﺘﻰ ﻣﻦ ﻳﺪرس ﻋﻠﻮم اﻟﻘﺮآن‬ ‫ ﻋﻠﻰ اﻟﺘﻌﺮﻳﺐ واﻟﻨﻘﺎش ﺑﺎﻟﻠﻐﺘﲔ اﻟﻌﺮﺑﻴﺔ‬j‫ﺳﺘﺎذ ﻗﺎدر‬:‫وﻛﺬﻟﻚ ﻳﻨﺒﻐﻲ أن ﻳﻜﻮن ا‬ ‫ واﻟﻄﻼب ﻻﺑﺪ ﻟﻬﻢ ﻣﻦ اﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﺤﺎور واﻟﺘﻨﺎﻗﺶ ﺣﻮل ﻫﺬه‬،‫ﳒﻠﻴﺰﻳﺔ‬7‫وا‬ ‫ ﻓﺎﳌﺴﺎﻗﺎت اﻟﺘﻲ ﺳﺘﺪرس ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﺳﺘﻜﻮن ﻟﻬﺎ ﻣﺼﺎدر‬،‫اﳌﻮﺿﻮﻋﺎت‬ ‫ﻧﻪ ﺳﻴﻜﻮن‬: ،‫ وﺳﻴﺘﻢ اﺳﺘﻌﻤﺎل اﻟﻠﻐﺘﲔ ﺣﺴﺐ اﻟﺘﺨﺼﺺ‬،‫ﳒﻠﻴﺰﻳﺔ أﻳﻀ‬7‫ﺑﺎﻟﻠﻐﺔ ا‬ ‫ﳒﻠﻴﺰﻳﺔ‬7‫ﻫﻨﺎك ﺗﺨﺼﺼﺎت ﺳﻴﻜﻮن اﻋﺘﻤﺎدﻫﺎ ﻋﻠﻰ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻣﻊ وﺟﻮد اﻟﻠﻐﺔ ا‬ ‫ﺳﻼﻣﻲ ﺳﺘﻜﻮن‬7‫ وﻫﻨﺎك ﺗﺨﺼﺼﺎت ﻣﺜﻞ اﻻﻗﺘﺼﺎد ا‬،‫ﻛﻠﻐﺔ أﺳﺎﺳﻴﺔ ﻓﻴﻬﺎ‬ ‫ ﻟﻜﻦ ﻋﻨﺪﻣﺎ ﻧﺄﺗﻲ ﻟﻠﺪراﺳﺎت‬،‫ﳒﻠﻴﺰﻳﺔ‬7‫ﳒﻠﻴﺰﻳﺔ واﳌﺼﺎدر ﻛﻠﻬﺎ ﺑﺎﻟﻠﻐﺔ ا‬7‫ﺑﺎﻟﻠﻐﺔ ا‬ & ‫ ﻟﻜﻦ أﻳﻀ‬،‫ ﻻﺑﺪ أن ﺗﻜﻮن ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬،‫ﺳﻼﻣﻴﺔ وﻧﺘﻜﻠﻢ ﻋﻦ اﻟﻔﻘﻪ واﳊﺪﻳﺚ‬7‫ا‬ ،‫ﳒﻠﻴﺰﻳﺔ‬7‫ﺗﻠﻚ اﳌﻮﺿﻮﻋﺎت ﻫﻨﺎك ﻣﺘﻄﻠﺐ أﺳﺎﺳﻲ ﻫﻮ أن ﻳﺘﻌﻠﻢ اﻟﻄﺎﻟﺐ اﻟﻠﻐﺔ ا‬ ،‫ﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬7‫و& اﻟﺘﺨﺼﺼﺎت اﻟﺘﻲ ﺳﺘﻜﻮن ﻣﻌﺘﻤﺪة ﻋﻠﻰ اﻟﻠﻐﺔ ا‬ ‫ ﻓﻬﻮ ﺑﺮﻧﺎﻣﺞ ﺛﻨﺎﺋﻲ اﻟﻠﻐﺔ‬،‫ﺳﻴﻜﻮن اﻟﻄﺎﻟﺐ ﻣﻄﺎﻟﺒ ﺑﺈﻧﻬﺎء ﻣﺘﻄﻠﺐ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬ “.‫وﺑﺼﻮرة ﻣﺘﻜﺎﻣﻠﺔ‬ ‫رﺑﻂ اﻟﺪراﺳﺔ ﲟﺠﺎل اﻟﻌﻤﻞ‬ ‫أﻣﺎ اﳌﺴﺘﻬﺪﻓﻮن ﺑﻬﺬا اﻟﻧﺎﻣﺞ ﻓﻬﻢ اﻟﻌﺎﻣﻠﻮن & ﺣﻘﻞ ﻣﻨﺎﻫﺞ ﺗﺪرﻳﺲ اﻟ|ﺑﻴﺔ‬ ‫ أﻳﻀ ﺳﻴﻜﻮن اﻟﻧﺎﻣﺞ ﻣﻮﺟﻬ ﻟﻠﻌﺎﻣﻠﲔ & _ﺎل ﺷﺆون‬،‫ﺳﻼﻣﻴﺔ & اﻟﺪوﻟﺔ‬7‫ا‬ ‫ ﻣﺜﻞ اﻟاﻣﺞ اﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‬،‫ و& ﺣﻘﻞ اﻟﺼﺤﺎﻓﺔ اﻟﺪﻳﻨﻴﺔ‬،‫وﻗﺎف‬:‫رﺷﺎد وا‬7‫اﻟﻮﻋﻆ وا‬ ‫ ﺑﺤﻴﺚ ﻳﺘﻢ اﻟ|ﻛﻴﺰ ﻋﻠﻰ ﻣﻘﺎﺻﺪ اﻟﺸﺮﻳﻌﺔ ﳑﺎ‬،‫ وأي ﺷﺨﺺ آﺧﺮ ﻣﻬﺘﻢ‬،‫اﻟﺪﻳﻨﻴﺔ‬ ‫ﻳﺮﺳﺦ ﻟﺪى أﻓﺮاد ﻫﺬا اﳉﻤﻬﻮر اﳌﺴﺘﻬﺪف اﳌﺮوﻧﺔ واﻟﺘﻌﺎﻣﻞ اﻟﺼﺤﻴﺢ ﻣﻊ‬ ‫ وﻳﻀﻴﻒ اﻟﺪﻛﺘﻮر ﻋﺎرف ”اﻟﺘﺨﺼﺺ اﺧﺮ ﻳﺘﻨﺎول اﻟﺒﻨﻮك‬.‫اﻟﻮاﻗﻊ وﺗﻘﺒﻞ اﳉﺪﻳﺪ‬ & ‫ وﻫﺬا ﻣﻮﺟﻪ أﻳﻀ ﻟﻘﻄﺎع ﻣﻌﲔ ﻟﻠﻌﺎﻣﻠﲔ‬،‫ﺳﻼﻣﻲ‬7‫ﺳﻼﻣﻴﺔ واﻻﻗﺘﺼﺎد ا‬7‫ا‬ & ‫ أو‬،‫ﺳﻼﻣﻲ ﻟﻠﺘﻨﻤﻴﺔ & ﺟﺪة‬7‫ ﻣﺜﻞ اﻟﻌﺎﻣﻠﲔ & اﻟﺒﻨﻚ ا‬،‫ﺳﻼﻣﻴﺔ‬7‫اﻟﺒﻨﻮك ا‬ ‫ واﳌﻬﺘﻤﲔ‬،‫ﺳﻼﻣﻲ‬7‫ أﻳﻀ ﻟﻠﻌﺎﻣﻠﲔ & _ﺎل اﻟﻔﻘﻪ ا‬،‫ﺳﻼﻣﻴﺔ ﻫﻨﺎ‬7‫اﻟﺒﻨﻮك ا‬ ‫ن اﻟﻬﺪف ﻫﻨﺎ أﻳﻀﺎ ﻫﻮ دراﺳﺔ‬: ،‫ﺳﻼﻣﻲ‬7‫ ا‬E‫ﺑﺎﳌﺸﺎﻛﻞ اﻻﻗﺘﺼﺎدﻳﺔ & اﻟﻌﺎ‬ ،‫ﺳﻼم‬7‫ وﺳﻨﻘﺪم ﺗﺨﺼﺼ آﺧﺮ ﻋﻦ ﻗﻀﺎﻳﺎ اﳌﺮأة & ا‬.‫ﺳﻼﻣﻲ‬7‫ ا‬E‫اﻟﻌﺎ‬ ‫وﻗﺎف‬:‫ وﻫﻨﺎك ﺑﺮﻧﺎﻣﺞ آﺧﺮ ﻋﻦ ا‬،O‫واﻟﺬي ﺳﻴﻜﻮن & ﺻﻮرة دﺑﻠﻮم أو ﻣﺎﺟﺴﺘ‬ ‫ وﺳﺘﺄﺗﻲ‬.‫دﻳﺎن‬:‫ وﻫﻨﺎك ﺧﻄﺔ ﻟﺘﻘﺪﱘ ﺑﺮﻧﺎﻣﺞ ﻋﻦ ﻣﻘﺎرﻧﺔ ا‬،‫واﻟﺪراﺳﺎت اﻟﻮﻗﻔﻴﺔ‬ His Excellency Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education and Scientiﬁc Research and President of Zayed University, envisioned the establishment of an Islamic studies program at Zayed University. The Institute was one of the projects in Destined to Lead, the University’s visionary 2009 declaration. It came into existence after more than a year of hard work marked by intense, worldwide consultations with leading centers of Islamic studies at Harvard University, Princeton University, Georgetown University, Oxford University, and the Al-Maktoum Institute in Dundee, Scotland, and with a large number of highly qualiﬁed professors, Muslims and non-Muslims, specializing in Islamic studies in the United States, Europe, Singapore, and Australia. The Institute plans to meet the needs of our time by offering M.A. and Ph.D. degrees in Islamic Studies, with a special focus on jurisprudence, Qur’anic studies, and hadith studies. Dr. Nasr Arif, Director of the Institute, has said that “The Institute intends to understand religion in a contemporary context, as religion aims to adapt tradition to modernity. In these continuously evolving contemporary realities, therefore, our approach to religion must seek to evolve in curricula and sciences to acquire a better understanding of religion.” To that end, according to Dr. Arif the curriculum will be delivered in both Arabic and English, even for Quranic scholars researching and documenting in English. Professors should be wellversed in both languages, and students must have the ability to discuss and interact with no language impediments. The primary language for a course will greatly depend on the targeted specialization. Disciplines such as Islamic economics will be delivered in English, while other subjects such as Fiqh (Islamic jurisprudence) and Hadith will require the use of Arabic. Professors and students will routinely need English in Arabic courses and Arabic in English courses. As Dr. Arif observes, “This is a well-integrated bilingual program.” 10 The degree programs will be of special interest to Islamic curricula educators, preachers, counselors, religious guides, people in religious media, professionals in Islamic banking, professionals in Sharia jurisprudence, and students of economic issues in the Islamic world. The Institute will as well engage women’s issues, Awqaf and endowment studies, and comparative religions. Activity will center on the main aspiration of the Institute, to profess a balanced Islamic point of view toward the end of promoting a moderate, ﬂexible, and modern Muslim society that interacts with the world in a positive and efficient manner. The Institute is already offering a Master’s degree in Judicial Studies, a program developed in collaboration with the Judicial Department in Abu Dhabi. It educates judges and prosecutors and is expanding. Prominent in current offerings are innovative courses in contemporary Islamic studies, endowment studies, Islamic world studies, and Islamic ﬁnance and wealth management. Various collaborative research projects are envisaged by the Institute with scholars from leading international institutions. The Institute will maintain a range of short-term appointments that will give ample ﬂexibility for bringing distinguished senior scholars to the Institute. Visiting faculty will include civic and religious leaders as well as scholars, Westerners, Arabs, Christians and Muslims. They will build the research agenda and deliver innovative educational programs. §HQ ƒg ±ó¡dG ™bGƒdÉH á«eÓ°SE’G äÉ°SGQódG ∫ƒ°Uƒ∏d ,™bGƒdG Gòg ìÓ°UEG ¢Vô¨H åjóM ,¿ôe ,∫óà©e »eÓ°SEG ™ªà› ¤EG .á«HÉéjEÉH ⁄É©dG ™e πYÉØàj THE GOAL IS TO CONNECT ISLAMIC STUDIES TO REALITY TO BUILD A MODERATE, FLEXIBLE ISLAMIC SOCIETY, THAT POSITIVELY INTERACTS WITH THE WORLD. ‫ ﻟﻜﻦ & ﻛﻞ ﻫﺬه اﳌﻮﺿﻮﻋﺎت ﻳﺒﻘﻰ اﻟﻬﺪف‬،‫ﺑﻌﺪ ذﻟﻚ ﻣﻮﺿﻮﻋﺎت أﺧﺮى ﻣﺘﻌﺪدة‬ ‫ ﻟﻠﻮﺻﻮل‬،‫ﺳﻼﻣﻴﺔ ﺑﺎﻟﻮاﻗﻊ ﺑﻐﺮض إﺻﻼح اﻟﻮاﻗﻊ‬7‫ﻣﻨﻬﺎ ﻫﻮ رﺑﻂ اﻟﺪراﺳﺎت ا‬ ‫ ﻳﺘﻔﺎﻋﻞ ﻣﻊ‬،‫ ﺣﺪﻳﺚ‬،‫ ﻣﺮن‬،‫ ﻟﻴﻮﺟﺪ _ﺘﻤﻊ إﺳﻼﻣﻲ ﻣﻌﺘﺪل‬،‫ اﳊﺎﻟﺔ اﳌﺜﺎﻟﻴﺔ‬c‫إ‬ ‫ وﻳﻜﻮن ﻗﺎدرا ﻋﻠﻰ اﻟﺘﻌﺎﻃﻲ ﻣﻊ‬،‫ ﻳﻔﻬﻢ ﻣﺸﺎﻛﻠﻪ وﻗﻀﺎﻳﺎه‬،‫ ﺑﺼﻮرة إﻳﺠﺎﺑﻴﺔ‬E‫اﻟﻌﺎ‬ E‫ ﻟﻴﻜﻮن اﳌﺴﻠﻤﻮن إﺿﺎﻓﺔ ﻟﻠﻌﺎ‬،‫اﳌﺸﺎﻛﻞ اﳌﻌﺎﺻﺮة ﺑﺼﻮرة ﻣﻨﺘﺠﺔ وﻓﻌﺎﻟﺔ‬ .“‫وﻟﻴﺲ ﻋﺒﺌ ﻋﻠﻴﻪ‬ ‫ ”ﻣﺎ ﺳﻴﺘﻢ اﻟﺒﺪء ﺑﻪ ﺳﻴﻜﻮن ﺣﺴﺐ‬:‫أﻣﺎ ﻋﻦ اﻟاﻣﺞ اﳉﺎﻫﺰة ﻟﻠﺘﺪرﻳﺲ ﺣﺎﻟﻴﺎ ﻓﻴﻘﻮل‬ ‫ وﻟﺪﻳﻨﺎ ﺣﺎﻟﻴ ﺑﺮﻧﺎﻣﺞ ﰎ‬،‫ واﻟاﻣﺞ ﺟﻤﻴﻌﻬﺎ ﺟﺎﻫﺰة‬،‫أﻋﺪاد اﻟﻄﻼب اﳌﺴﺠﻠﲔ‬ ،‫ وﺳﻴﺘﻢ ﺗﻮﺳﻌﺘﻪ ﻣﺴﺘﻘﺒ ًﻼ أﻳﻀ‬،‫إﻋﺪاده ﺑﺎﻟﺘﻌﺎون ﻣﻊ داﺋﺮة اﻟﻘﻀﺎء & أﺑﻮﻇﺒﻲ‬ ‫ وﻫﻨﺎك ﺑﺮﻧﺎﻣﺞ‬،‫وﻫﻮ ﻣﺘﻌﻠﻖ ﺑﺎﻟﺪراﺳﺎت اﻟﻘﻀﺎﺋﻴﺔ أو ﻟﺘﻜﻮﻳﻦ اﻟﻘﻀﺎة ووﻛﻼء اﻟﻨﻴﺎﺑﺔ‬ ‫ وﺑﺮﻧﺎﻣﺞ ﻋﻦ‬،‫ﺳﻼﻣﻴﺔ اﳌﻌﺎﺻﺮة‬7‫ﺟﺎﻫﺰ ﻓﻌﻠﻴ أﻳﻀ ﻫﻮ ﺑﺮﻧﺎﻣﺞ اﻟﺪراﺳﺎت ا‬ .“‫ﺳﻼﻣﻲ‬7‫اﻻﻗﺘﺼﺎد ا‬ ‫ات اﻟﻌﺎﳌﻴﺔ‬+‫أﻓﻀﻞ اﳋ‬ 13 The Institute will demonstrate that Islamic studies are not conﬁned only to Zayed University faculty members or to Muslims, but go far beyond that basic and vital group to reach other distinguished faculty worldwide and to enable the dissemination of Islamic knowledge. The Institute’s ﬁrst objective, Dr. Arif elaborates, is “to identify all similar institutes in the world which deliver similar programs, their activities and programs, as well as cadres and entities dealing with them to decide how we can beneﬁt. Because the holy Qur’an strongly advocates moderation (“And God has made you a moderate nation...” [Qur’an, 2:143]), a nation should play the role of mediator, a conductor of good ideas and practices, a force away from radicalism. We, at the Institute, are striving to stress the real virtues of moderate Islam, to be this liaison between people, a link between theories and practices.” ‫ وﻫﻮ ﻣﻨﻬﺞ اﻟﻌﻤﻞ‬،‫ﻫﻨﺎﻟﻚ أﻳﻀﺎ ﻣﺸﺎرﻳﻊ ﻟﻠﺘﻌﺎون ﻣﻊ ﺟﻬﺎت أﺧﺮى ﻛﻬﻴﺌﺔ اﻟﻘﻀﺎء ﻣﺜ ًﻼ‬ ‫ ﻓﻴﻘﻮل‬،‫ أﻣﺎ ﻋﻦ ﻃﺮﻳﻘﺔ اﻟﻌﻤﻞ‬.‫اﻟﺬي ﰎ ﺗﻄﺒﻴﻘﻪ ﻣﻊ داﺋﺮة اﻟﻘﻀﺎء & أﺑﻮﻇﺒﻲ‬ ‫ﺳﺎﺗﺬة‬:‫اﻟﺪﻛﺘﻮر ﻧﺼﺮ ﻋﺎرف ”ﻧﺤﻦ ﻧﻌﺘﻤﺪ & ﻋﻤﻠﻨﺎ ﻋﻠﻰ أﻗﻞ ﻋﺪد ﳑﻜﻦ ﻣﻦ ا‬ ‫ ﺑﺤﻴﺚ ﻳﻜﻮن ﻟﺪﻳﻨﺎ & ﻛﻞ ﺑﺮﻧﺎﻣﺞ ﻋﺪد‬،‫ وأﻛ ﻋﺪد ﻣﻦ اﻟﻜﻔﺎءات اﻟﻌﺎﳌﻴﺔ‬،‫اﻟﺪاﺋﻤﲔ‬ ‫ﺳﺎﺗﺬة‬:‫ وﻋﺪد أﻛ ﻣﻦ ا‬،‫ﺳﺎﺗﺬة اﻟﺬﻳﻦ ﻳﻌﻤﻠﻮن ﺑﺪوام ﻛﺎﻣﻞ‬:‫ ﻣﻦ ا‬j‫ﺪود ﺟﺪ‬ ‫ ﻟﻴﻘﻮﻣﻮا ﺑﺘﺪرﻳﺲ‬،‫اﻟﺬﻳﻦ ﺳﻴﺘﻢ اﻟﺘﻌﺎﻗﺪ ﻣﻌﻬﻢ ﺑﺼﻮرة ﻃﻮﻳﻠﺔ اﳌﺪى ﺑﺪوام ﺟﺰﺋﻲ‬ ،‫ وذﻟﻚ ﻟﻴﻜﻮن ﻟﺪﻳﻨﺎ اﻟﻘﺪرة ﻋﻠﻰ اﻻﻧﻔﺘﺎح ﻋﻠﻰ ﻛﻞ ﻛﻔﺎءات اﻟﺪﻧﻴﺎ‬،‫ﻓﺼﻞ دراﺳﻲ‬ ‫ ﻓﻠﻮ ﻛﺎن ﻫﻨﺎك أي أﺳﺘﺎذ أﻣﺮﻳﻜﻲ أو‬،‫ﺑﻐﺾ اﻟﻨﻈﺮ ﻋﻦ ﺟﻨﺴﻴﺎﺗﻬﻢ أو أدﻳﺎﻧﻬﻢ‬ ،‫ ﺳﻴﺘﻢ اﻻﺳﺘﻌﺎﻧﺔ ﺑﻪ‬،‫أوروﺑﻲ ﻣﺴﻴﺤﻲ ﻣﺘﺨﺼﺺ & ﻣﻮﺿﻮع إﺳﻼﻣﻲ ﻣﺎ‬ ‫ وﻟﻴﺲ‬،‫ ﺑﺄﺳﺎﺗﺬة ﺟﺎﻣﻌﺔ زاﻳﺪ‬j‫ﻓﺎﻟﻘﺼﺪ ﻫﻨﺎ أن ﻳﻜﻮن اﳌﻮﺿﻮع ﻟﻴﺲ ﺼﻮر‬ ‫ن ﻫﺪﻓﻨﺎ ﻫﻮ اﻻﺳﺘﻔﺎدة ﻣﻦ‬: ،‫ وﻟﻴﺲ ﻣﻘﺘﺼﺮا ﻋﻠﻰ اﳌﺴﻠﻤﲔ‬،‫ ﺑﺎﻟﻌﺮب‬j‫ﺼﻮر‬ ‫ﻓﻜﺎر اﳌﺘﻮﻓﺮة‬:‫ واﻻﺳﺘﻔﺎدة ﻣﻦ أﻓﻀﻞ ا‬،E‫أﻓﻀﻞ اﳋات اﳌﻮﺟﻮدة & اﻟﻌﺎ‬ ‫ ﻓﺈﻧﻨﺎ ﺳﻨﻘﺪم أﺣﺪث‬،‫ﺳﻼﻣﻴﺔ‬7‫ ﻓﻌﻨﺪﻣﺎ ﻧﻘﺪم ﺷﻴﺌ ﻣﺘﻌﻠﻘ ﺑﺎﻟﻌﻠﻮم ا‬،‫& اﻟﺪﻧﻴﺎ‬ ‫ إذ ﺳﻨﻄﺮح‬،‫ اﻟﺘﺤﺪي ﻋﻨﺪ اﳌﺘﻌﻠﻤﲔ‬O‫ ﺑﺤﻴﺚ ﻧﺜ‬،‫ﻣﺎ ﺗﻮﺻﻞ إﻟﻴﻪ اﻟﻌﻘﻞ اﻟﺒﺸﺮي‬ ،O‫ وﻟﻠﺘﻔﻜ‬،‫ﺳﺌﻠﺔ اﻟﺘﻲ ﺑﻬﺎ إﺷﻜﺎﻟﻴﺎت ﺗﺘﺤﺪى اﻟﻌﻘﻮل وﺗﺪﻓﻌﻬﻢ ﻟﻼﺟﺘﻬﺎد‬:‫ﻋﻠﻴﻬﻢ ا‬ ‫ ﻟﺬﻟﻚ ﻳﺠﺐ‬،‫ن ﻧﺪرس‬: ‫ﻋﻈﻢ ﻋﻨﺪﻫﺎ ﻻ داع‬:‫ﺟﻤﻞ وا‬:‫ﻓﻀﻞ وا‬:‫ﻧﻨﺎ ﻟﻮ ﻗﻠﻨﺎ ﺑﺄﻧﻨﺎ ا‬: ‫ واﻟﺘﻌﺎﻃﻲ ﻣﻊ أﻛ ﻋﺪد ﻣﻦ‬،‫ﻋﻠﻴﻨﺎ أن ﻧﻮاﺟﻪ اﻟﺪارﺳﲔ ﺑﺄﻛ ﻋﺪد ﻣﻦ اﻟﺘﺤﺪﻳﺎت‬ ‫ ﻓﺎﻟﻘﺒﻮل واﻟﺮﻓﺾ ﻫﻲ‬،‫ ﺳﻮاء ﻗﺒﻠﻨﺎﻫﺎ أو رﻓﻀﻨﺎﻫﺎ‬،E‫ﻓﻜﺎر اﳌﻮﺟﻮدة & اﻟﻌﺎ‬:‫ا‬ ‫ﻓﻜﺎر‬:‫ ﺑﻴﻨﻤﺎ داﺧﻞ ﻗﺎﻋﺎت اﻟﺪرس ﺟﻤﻴﻊ ا‬،‫ﻣﺴﺄﻟﺔ ﻋﺎﻃﻔﻴﺔ ﺧﺎرج ﻗﺎﻋﺎت اﻟﺪرس‬ .“‫ وﻻ ﻳﻮﺟﺪ أي ﻓﻜﺮة ﺑﻌﻴﺪة ﻋﻦ اﻟﻨﻘﺎش أو اﳊﻮار‬،‫ﻣﻄﺮوﺣﺔ ﻟﻠﻨﻘﺎش‬ For example, the Institute can promote an understanding of the concept of Islamic ﬁnance, a Sharia’a-compliant practice that is growing exponentially. The Institute will tackle important issues relating to the spending of money and Zakat (alms giving) and their effect on purchasing power and consumption. The Institute will develop model solutions to translate ideas into practical solutions. ‫ ”أول ﻣﺸﺮوﻋﺎﺗﻨﺎ اﻟﺘﻲ ﻧﻮاﺻﻞ اﻟﻌﻤﻞ‬:‫وﻳﺸﺮح اﻟﺪﻛﺘﻮر ﻋﺎرف ﺗﻔﺎﺻﻴﻞ اﻟﻌﻤﻞ ﺑﻘﻮﻟﻪ‬ ‫ اﻟﺘﻲ ﺗﻘﺪم‬E‫ ﻫﻮ أن ﻧﺤﺼﺮ ﺟﻤﻴﻊ اﳌﻌﺎﻫﺪ واﳌﺮاﻛﺰ اﳌﺸﺎﺑﻬﺔ & اﻟﻌﺎ‬،‫ﺑﻬﺎ‬ ‫ ﻟﻼﻃﻼع ﻋﻠﻰ أﻧﺸﻄﺘﻬﺎ‬،‫ﺑﺮاﻣﺞ ﻣﺸﺎﺑﻬﺔ وﻋﻤﻞ ﻗﺎﻋﺪة ﻣﻌﻠﻮﻣﺎت ﻋﻨﻬﺎ‬ ‫ ﺛﻢ ﻧﻘﺮر‬،‫ﺷﺨﺎص اﻟﺬﻳﻦ ﻳﺘﻌﺎﻣﻠﻮن ﻣﻌﻬﺎ‬:‫ واﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻜﻮادر وا‬،‫وﺑﺮا_ﻬﺎ‬ ‫ﻧﻨﺎ ﻧﺆﻣﻦ ﺑﻮﺟﻮب‬: ،‫ وﳑﻦ ﳝﻜﻨﻨﺎ أن ﻧﺴﺘﻔﻴﺪ‬،‫ﻛﻴﻒ ﳝﻜﻨﻨﺎ اﻻﺳﺘﻔﺎدة ﻣﻨﻬﺎ‬ ‫ﻣﺔ اﻟﻮﺳﻂ ﻫﻲ ﻓﻜﺮة‬:‫ ﻓﻔﻜﺮة ا‬،“‫ﺗﻄﺒﻴﻖ ﻓﻜﺮة “ وﻟﺘﻜﻦ ﻣﻨﻜﻢ أﻣﺔ وﺳﻄ‬ ‫ وﻟﻴﺲ اﳌﻘﺼﻮد ﺑﺎﻟﻮﺳﻄﻴﺔ اﻟﻮﺳﻂ اﻟﻮاﻗﻊ ﺑﲔ ﻧﻘﻴﻀﲔ‬،‫ﻣﺔ اﻟﻮاﺳﻄﺔ‬:‫ا‬ ‫ﻓﻜﺎر‬¤‫ ﻟ‬j‫ وﻣﻮﺻ ًﻼ ﺟﻴﺪ‬،‫ إﳕﺎ ﻫﻲ أن ﺗﻜﻮن ﻫﻨﺎك أﻣﺔ واﺳﻄﺔ ﺑﲔ اﻟﻨﺎس‬،‫ﻓﺤﺴﺐ‬ ،‫ ﻣﺘﻄﺮف‬O‫ ﺑﺤﻴﺚ ﻳﻜﻮن اﻟﺪارس ذا ﻣﻨﻬﺞ وﺳﻂ ﻣﻌﺘﺪل ﻏ‬،‫وﻟﻠﻤﻤﺎرﺳﺎت‬ ‫ ﻓﺎﻟﻜﺮم ﻣﺜ ًﻼ‬،‫ ﺣﻴﺚ ﺗﻌﺘ اﻟﻔﻀﻴﻠﺔ ﻫﻲ وﺳﻂ ﺑﲔ رذﻳﻠﺘﲔ‬،‫ﻓﺎﻟﺘﻄﺮف ﻳﻌﺘ رذﻳﻠﺔ‬ ‫ وﻛﺬﻟﻚ اﻟﺸﺠﺎﻋﺔ ﺗﻌﺘ ﻓﻀﻴﻠﺔ‬،‫ﺳﺮاف‬7‫ﻧﻪ وﺳﻂ ﺑﲔ اﻟﺸﺢ وﺑﲔ ا‬: ‫ﻫﻮ ﻓﻀﻴﻠﺔ‬ ‫ واﻟﺮذﻳﻠﺔ ﻫﻲ‬،‫ ﻓﺎﻟﻔﻀﻴﻠﺔ إذن ﻫﻲ وﺳﻂ‬،‫ﻧﻬﺎ وﺳﻂ ﺑﲔ اﻟﺘﻬﻮر وﺑﲔ اﳉﱭ‬: ‫ ﻓﻬﺬا‬،‫ وﻧﻜﻮن اﻟﻮاﺳﻄﺔ اﻟﺘﻲ ﲡﻤﻊ اﻟﻨﺎس‬،‫ وﻧﺤﻦ ﻧﺮﻳﺪ أن ﻧﻜﻮن اﻟﻔﻀﻴﻠﺔ‬،‫اﻟﺘﻄﺮف‬ ‫ ﻓﻬﻲ أن ﻧﻜﻮن‬،‫ أﻣﺎ اﻟﻔﻜﺮة اﻟﺜﺎﻧﻴﺔ‬.c‫و‬:‫ وﻫﻲ اﻟﻔﻜﺮة ا‬،‫ﺳﺎﺳﻴﺔ‬:‫أﺣﺪ أﻫﺪاﻓﻨﺎ ا‬ ‫ﻓﻜﺎر اﻟﻨﻈﺮﻳﺔ ﻣﻮﺟﻮدة ﻋﻠﻰ‬:‫ ﻓﺎن ﺟﻤﻴﻊ ا‬،‫اﻟﻮاﺳﻄﺔ ﻣﺎ ﺑﲔ اﻟﻨﻈﺮي واﻟﻌﻤﻠﻲ‬ “.‫ ﺳﻠﻮﻛﻴﺎت‬c‫ﻓﻜﺎر ﻋﻤﻠﻴﺔ ﺗ|ﺟﻢ إ‬: ‫ ﻟﻜﻨﻬﺎ ﲢﺘﺎج ﻟﻠﺬي ﻳﺴﺘﻄﻴﻊ ﲢﻮﻳﻠﻬﺎ‬،‫رﻓﻒ‬:‫ا‬ Studies, Judicial Studies, Islamic Finance and Wealth Management, Endowment Studies, Islamic World Studies, Comparative Religions, Religious Leadership, Women’s Studies, and Human Rights. The range of programs taught at the Institute will require multidisciplined professors and educators able to adapt their academic knowledge to Sharia’a legal teaching in the various curricula. The Institute will select issues for study from different angles, guided by more than one specialized scholar. For example, for the Master in Judicial Studies, two professors, an academic and a dedicated judge (for theory & practice) will teach the Civil Status Law. Another subject, Riba (usury), forbidden in Islamic economic jurisprudence, will be studied from not only an economic point of view but also a social perspective, considering, for instance, the borrowing of money with interest added for speciﬁc purpose (e.g., marriage or study). In time, the Institute plans to offer postgraduate diplomas, Master’s degrees, and Ph.D. degrees as appropriate in Contemporary Islamic Unique in moderation, understanding and peaceful adaptation to changes, the Institute through its academic and research mission will provide leadership in promoting understanding between Islamic societies and other religions and people. It will support an in-depth agenda of research, providing an innovative educational model in an Islamic contemporary environment. The Institute will exemplify education that promotes balanced Islamic concepts and generates knowledge relevant to the UAE and contemporary Islamic societies. It will contribute to security and peaceful social development, meeting the transnational challenges of the twenty-ﬁrst century. 12 ‫وﻳﻮاﺻﻞ اﻟﺪﻛﺘﻮر ﻋﺎرف ﺣﺪﻳﺜﻪ ﻗﺎﺋﻼ‪” :‬ﻫﺬا ﻣﺎ ﻧﺴﻌﻰ إﻟﻴﻪ‪ ،‬ﺑﺄن ﻧﻜﻮن اﻟﻄﺮﻓﲔ ﻣﻌ‪،‬‬ ‫‪:‬ن ذﻟﻚ ﺳﻴﺠﻌﻠﻨﺎ ﻧﻨﻔﺘﺢ ﻋﻠﻰ ﺟﻤﻴﻊ اﻟﻨﺎس‪ ،‬وﻧﺴﺘﻔﻴﺪ ﻣﻦ ﻛﻞ اﻟﻨﺎس‪ ،‬وﻳﺠﻌﻠﻨﺎ‬ ‫ﻧﺘﺤﻮل ﻟﻮاﺳﻄﺔ أﻳﻀ ﻟﻨﻔﻊ اﻟﻨﺎس‪ .‬إﻧﻨﺎ ﻧﺮﻳﺪ أن ﳕﺴﻚ زﻣﺎم اﳌﺒﺎدرة‪ ،‬ﺳﻮاء‬ ‫أﻛﺎن ذﻟﻚ ﻋﻠﻰ ﻣﺴﺘﻮى ا‪:‬ﺑﺤﺎث أم اﳌﺆﲤﺮات‪ ،‬أو ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺘﺪرﻳﺲ‪ ،‬ﻓﻬﺬه‬ ‫ا‪:‬ﻧﺸﻄﺔ اﻟﺜﻼﺛﺔ ﻫﻲ اﻟﺘﻲ ﻧﻄﻤﺢ إ‪ c‬أن ﻧﻘﻮم ﺑﻬﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮن ﻫﻨﺎك ﺗﺪرﻳﺲ‬ ‫وﺑﺤﺚ وﻣﺆﲤﺮات ﲡﻤﻊ اﻟﻨﺎس‪ ،‬ﻓﻬﺬه اﳌﺴﺘﻮﻳﺎت اﻟﺜﻼﺛﺔ ﻧﺮﻳﺪﻫﺎ ﺟﻤﻴﻌﻬﺎ أن‬ ‫ﺗﻐﺬي ﺑﻌﻀﻬﺎ اﻟﺒﻌﺾ ﺑﺤﻴﺚ ﻧﺴﺘﻄﻴﻊ أن ﻧﻜﺘﺸﻒ اﳌﺸﺎﻛﻞ وﻧﻘﺪم اﳊﻠﻮل‬ ‫اﻟﻌﻤﻠﻴﺔ اﻟﺘﻲ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ أرض اﻟﻮاﻗﻊ‪ .‬ﻣﻦ ﻫﺬا اﳌﻨﻄﻠﻖ ﻧﻘﻮل إن‬ ‫ﻓﻬﻢ ﻣﻌﻨﻰ اﻻﻗﺘﺼﺎد ا‪7‬ﺳﻼﻣﻲ ﺳﻴﺴﻬﻢ & ﺣﻞ ﻣﺸﺎﻛﻞ اﻟﻨﺎس‪ ،‬ﻓﺎﻻﻗﺘﺼﺎد‬ ‫ا‪7‬ﺳﻼﻣﻲ ﻟﻴﺲ _ﺮد ﻧﻈﺎم ﻣﺮور‪ ،‬أو ﻧﻈﺎم ﻗﺎﻧﻮ‪ ،a‬ﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﲢﺪﻳﺪ أن‬ ‫ﻫﺬا رﺑﺎ وذاك ﺣﻼل وﻫﺬا ﺣﺮام ﻓﺤﺴﺐ‪ ،‬ﺑﻞ إن ﻫﺪﻓﻨﺎ ﻫﻮ اﳌﺴﺎﻫﻤﺔ & ﺣﻞ‬ ‫ﻣﺸﺎﻛﻞ اﻟﻌﺎ‪ E‬ا‪7‬ﺳﻼﻣﻲ وإﻳﺠﺎد ا‪:‬ﻓﻜﺎر ﳊﻠﻬﺎ‪ ،‬ﻓﻤﺜ ًﻼ & ﻗﻀﻴﺔ إﻧﻔﺎق اﳌﺎل‪،‬‬ ‫ﻻﺑﺪ ﻣﻦ إﻳﺠﺎد ﻃﺮق أﺧﺮى ﻟﺘﻔﻌﻴﻞ اﳌﺎل‪: ،‬ن ا ﻧﻬﺎﻧﺎ ﻋﻦ ﻛﻨﺰه‪ ،‬وا‪7‬ﻧﻔﺎق &‬ ‫ﺳﺒﻴﻞ ا ﻟﻴﺲ اﳌﻘﺼﻮد ﺑﻪ ﻓﻘﻂ ا‪7‬ﻧﻔﺎق & اﳉﻬﺎد‪ ،‬إﳕﺎ ﻫﻮ ا‪7‬ﻧﻔﺎق & ﻛﻞ‬ ‫ﻣﺎ ﻳﻨﻔﻊ اﻟﻨﺎس‪ ،‬وﻫﺬا ﺿﺪ اﻟﻜﻨﺰ‪ ،‬وأﻣﺮ ﺑﺘﺪوﻳﺮ اﳌﺎل وﲢﺮﻳﻜﻪ وزﻳﺎدﺗﻪ‪ ،‬ﺣﺘﻰ &‬ ‫اﻟﺰﻛﺎة‪ ،‬ﻓﺎﻟﺬي ﻳﻔﻬﻤﻬﺎ اﻗﺘﺼﺎدﻳ ﺑﺎﳌﻌﻨﻰ اﻟﺼﺤﻴﺢ‪ ،‬وﲟﻌﻨﻰ ﺗﻨﻤﻮي‪ ،‬ﺳﻴﺠﺪ أن‬ ‫اﻟﺸﺮوط اﳌﻮﺟﻮدة & اﻟﺰﻛﺎة ﻫﻲ ﻣﺴﺄﻟﺔ ﺗﻨﻤﻮﻳﺔ‪ ،‬وﻫﻲ ﳌﺼﻠﺤﺔ اﳌﻨﻔﻖ أﻛ~‬ ‫ﻣﻦ اﳌﺘﻠﻘﻲ‪: ،‬ن اﻟﺸﺮع ﻳﻄﻠﺐ أن ﺗﻨﻔﻖ اﻟﺰﻛﺎة & أﻣﺎﻛﻨﻬﺎ‪ ،‬وﻻ ﺗﺨﺮج ﻣﻨﻬﺎ إﻻ‬ ‫إذا اﻛﺘﻔﻰ أﻫﻞ اﳌﻜﺎن‪ ،‬ﲟﻌﻨﻰ أن زﻳﺎدة ﻣﻌﺪل اﻟﻘﺪرة اﻟﺸﺮاﺋﻴﺔ ﻟﺪى ﻣﺘﻠﻘﻲ‬ ‫اﻟﺰﻛﺎة ﺳﻴﺆدي إ‪ c‬ﺣﺮﻛﺔ ﺑﻴﻊ وﺷﺮاء واﺳﺘﻬﻼك ﺗﻌﻮد ﺑﺎﻟﻨﻔﻊ ﻋﻠﻰ اﳌﺘﺰﻛﻲ ﻧﻔﺴﻪ‪.‬‬ ‫إن اﻟﺪﺧﻮل & ﻫﺬه اﳌﻮﺿﻮﻋﺎت واﻟﻮﺻﻮل إ‪ c‬ﻓﻠﺴﻔﺘﻬﺎ‪ ،‬وﲢﻮﻳﻠﻬﺎ إ‪ c‬ﺑﺮاﻣﺞ‬ ‫ﺗﻮﺟﺪ ﺣﻠﻮ ًﻻ ﻟﻠﻤﺸﻜﻼت اﻟﺘﻲ ﺗﻮاﺟﻪ اﳌﺴﻠﻤﲔ‪ ،‬ﻟﺘﺴﺎﻋﺪ &‬ ‫ﻋﻤﻠﻴﺔ ﻳﺆدي إ‪ c‬أن ِ‬ ‫إﺻﻼح اﻟﻌﺎ‪ E‬ا‪7‬ﺳﻼﻣﻲ‪ ،‬ﻟﺬا ﻧﺪﻋﻮ ا أن ﻳﻜﻮن ﻫﺬا اﻟﻧﺎﻣﺞ ﳕﻮذﺟ ﻟﻜﻴﻔﻴﺔ‬ ‫ﲢﻮل ﻫﺬه ا‪:‬ﻓﻜﺎر إ‪ c‬ﺣﻠﻮل ﻋﻤﻠﻴﺔ“‪.‬‬ ‫ﺗﻌﺪد اﻟﺘﺨﺼﺼﺎت‬ ‫‪14‬‬ ‫أﻣﺎ ﻋﻦ ﺗﻼﻗﺢ اﻟﻌﻠﻮم & اﳌﻨﺎﻫﺞ اﻟﺘﺪرﻳﺴﻴﺔ ﳑﺎ ﻳﺴﺘﺪﻋﻲ وﺟﻮد ﻫﻴﺌﺔ ﺗﺪرﻳﺴﻴﺔ‬ ‫ﻣﺘﻌﺪدة اﻟﺘﺨﺼﺼﺎت ﺗﻘﻮم ﻋﻠﻰ اﳌﺰج ﺑﲔ اﳌﻌﺮﻓﺔ اﻟﺸﺮﻋﻴﺔ واﻟﻌﻠﻤﻴﺔ‪،‬‬ ‫ﻓﻴﺠﻴﺒﻨﺎ اﻟﺪﻛﺘﻮر ﻧﺼﺮ ﻋﺎرف ﺑﻘﻮﻟﻪ ”إﻧﻨﺎ ﻧﻘﻮم ﺑﺘﺪرﻳﺲ اﳌﻨﺎﻫﺞ ﻋﻦ ﻃﺮﻳﻖ‬ ‫اﺧﺘﻴﺎر اﳌﺸﺎﻛﻞ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﻢ دراﺳﺔ اﳌﺸﻜﻠﺔ ﻣﻦ ﺟﻮاﻧﺐ ﻣﺘﻌﺪدة‪ ،‬وﺑﺈﺳﻬﺎم‬ ‫ﺗﺨﺼﺼﺎت ﻣﺘﻌﺪدة‪ ،‬وﻫﺬا ﻣﺎ ﺳﻴﺘﻢ ﺗﺒﻨﻴﻪ‪ ،‬واﻟﺸﻲء اﺧﺮ ﻫﻮ أﻧﻪ ﻻ ﺗﻮﺟﺪ ﻣﺎدة‬ ‫ﻳﺪرﺳﻬﺎ ﺷﺨﺺ واﺣﺪ‪ ،‬ﻓﻜﻞ ﻣﺎدة ﺳﺘُﺪرس ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺄﻛ~ ﻣﻦ أﺳﺘﺎذ‬ ‫ﻣﺘﺨﺼﺺ & _ﺎل ﻳﻌﻴﻨﻪ‪ ،‬ﻓﻤﺜ ًﻼ ﻋﻨﺪﻣﺎ ﺗﺪرس ﺑﻌﺾ اﳌﻮاد & ﻣﺎﺟﺴﺘ‪O‬‬ ‫اﻟﺪراﺳﺎت اﻟﻘﻀﺎﺋﻴﺔ‪ ،‬ﻛﻘﺎﻧﻮن ا‪:‬ﺣﻮال اﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل‪ ،‬ﻓﺈﻧﻨﺎ‬ ‫ﺳﻨﺄﺗﻲ ﺑﺄﺳﺘﺎذ ﻟﻴﺪرﺳﻬﺎ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻨﻈﺮﻳﺔ‪ ،‬وﻧﺄﺗﻲ ﺑﻘﺎض ﻟﻴﻘﻮم ﺑﺘﺪرﻳﺴﻬﺎ‬ ‫ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻌﻤﻠﻴﺔ‪ ،‬ﻓﻘﻀﻴﺔ اﻟﺮﺑﻂ ﺑﲔ اﻟﻨﻈﺮي واﻟﻌﻤﻠﻲ ﻣﻮﺟﻮدة ﻟﺪﻳﻨﺎ &‬ ‫أﻛ~ ﻣﻦ ﺗﺨﺼﺺ‪ ،‬وذﻟﻚ ﻟﻴﺘﻢ اﻻﺳﺘﻔﺎدة ﻣﻦ ﺗﻠﻚ اﻟﺘﺨﺼﺼﺎت اﻟﺘﻲ ﺗﺘﻘﺎﻃﻊ ﻣﻊ‬ ‫اﳌﻮﺿﻮع اﻟﺬي ﲡﺮي دراﺳﺘﻪ‪ .‬ﻓﻘﺪ ﻳﻜﻮن اﳌﻮﺿﻮع ﻣﺘﻌﻠﻘ ﺑﺎﻻﻗﺘﺼﺎد ﻣﺜ ًﻼ‪ ،‬ﻓﻌﻠﻰ‬ ‫ﺳﺒﻴﻞ اﳌﺜﺎل أﺣﺪ أﺳﺒﺎب ﲢﺮﱘ اﻟﺮﺑﺎ أﻧﻪ ﻳﻔﻜﻚ اﻟﻌﻼﻗﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﺎﳌﺴﺄﻟﺔ‬ ‫ﻫﻨﺎ ﻟﻴﺴﺖ اﻗﺘﺼﺎد‪ j‬ﻓﻘﻂ‪: ،‬ﻧﻪ إذا اﺣﺘﺎج ا‪7‬ﻧﺴﺎن ﻟﻘﺮض ﻣﺎ ﻟﻴﺰوج اﺑﻨﺘﻪ أو ﻟﺒﻨﺎء‬ ‫ﻣﻨﺰﻟﻪ أو ﻟﺪراﺳﺔ أﺣﺪ أﺑﻨﺎﺋﻪ‪ ،‬واﻟﺬي أﻗﺮﺿﻪ أﺧﺬ ﻣﻨﻪ ﻓﺎﺋﺪة‪ ،‬ﻓﺈن ذﻟﻚ ﺳﻴﺸﻌﺮه‬ ‫ﺑﻌﺪم اﻟ|اﺣﻢ وﺑﺘﻔﻜﻚ اﺠﻤﻟﺘﻤﻊ‪ ،‬ﻟﺬا ﺣﺮم اﻟﺮﺑﺎ‪: ،‬ن أﺣﺪ أﺳﺒﺎب ﲢﺮﱘ اﻟﺮﺑﺎ أﻧﻪ‬ ‫ﻳﻌﻤﻞ ﻋﻠﻰ ﺗﻔﻜﻴﻚ اﻟﻌﻼﻗﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﻠﻜﻲ ﺗﺪرس اﻟﺮﺑﺎ ﻻﺑﺪ ﻟﻚ ﻣﻦ دراﺳﺔ‬ ‫ﻋﻠﻢ اﻻﺟﺘﻤﺎع‪ ،‬ﻛﻲ ﺗﻌﻠﻢ ﻣﺎ ﻫﻮ أﺛﺮه ﻋﻠﻰ اﻟﻌﺼﺮ اﻟﺬي ﻧﻌﻴﺸﻪ ان‪ ،‬وﻫﻞ ﻳﻨﻄﺒﻖ‬ ‫ﻋﻠﻰ ﻛﻞ اﳌﻮﺿﻮﻋﺎت أم أﻧﻪ ﻻ ﻳﻨﻄﺒﻖ؟ وﻫﻞ ﻳﻨﻄﺒﻖ ﻋﻠﻰ اﻟﻘﺮوض ﻣﻦ اﻟﺸﺮﻛﺎت‬ ‫أم ﻻ ﻳﻨﻄﺒﻖ ﻟﻬﺬه اﻟﻌﻠﺔ ﺑﺎﻟﺘﺤﺪﻳﺪ؟ ﻓﻌﻨﺪﻣﺎ ﻧﺘﺤﺪث ﻋﻦ دور اﻻﻗﺘﺼﺎد ا‪7‬ﺳﻼﻣﻲ‬ ‫ﻣﺜ ًﻼ & ﺣﻞ ﻣﺸﻜﻠﺔ اﻟﻔﻘﺮ‪ ،‬ﺳﺄﺣﺘﺎج ﻋﻨﺪﻫﺎ ﻟﺸﺨﺺ ﻣﺘﺨﺼﺺ & اﻟﻌﻠﻮم‬ ‫اﻟﺴﻴﺎﺳﻴﺔ‪ ،‬وﺷﺨﺺ آﺧﺮ ﻣﺘﺨﺼﺺ & دراﺳﺔ اﳌﻨﺎﻃﻖ ا‪7‬ﻓﺮﻳﻘﻴﺔ أو اﺳﻴﻮﻳﺔ‪،‬‬ ‫ﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل‪ ،‬وﺷﺨﺺ آﺧﺮ ﻣﺘﺨﺼﺺ & اﻻﻗﺘﺼﺎد‪ ،‬وﻗﺪ ﻧﺤﺘﺎج ﻟﺸﺨﺺ‬ ‫آﺧﺮ ﻣﺘﺨﺼﺺ & اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺜ ًﻼ‪ ،‬ﻓﻜﻠﻬﺎ ﻣﻄﻠﻮﺑﺔ ان‪ ،‬وﻟﻜﻲ ﺗﻘﺪم ﻣﺸﺮوﻋﺎت‬ ‫اﻗﺘﺼﺎدﻳﺔ إﺳﻼﻣﻴﺔ وﺗﻘﺪم ﺣﻠﻮ ًﻻ اﻗﺘﺼﺎدﻳﺔ إﺳﻼﻣﻴﺔ ﻻﺑﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ا‪:‬دوات‬ ‫اﳌﻄﻠﻮﺑﺔ‪ ،‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل ﻫﻞ ﺑﺈﻣﻜﺎﻧﻚ ﺗﻘﺪﱘ زﻛﺎة ﻟﻠﻤﺴﻠﻤﲔ & أﻓﺮﻳﻘﻴﺎ‬ ‫& ﺻﻮرة ﺗﻋﺎت ﻣﺎﻟﻴﺔ‪ ،‬أم ﺗﻘﺪم ﻟﻬﻢ اﻟﻄﺎﻗﺔ اﻟﺸﻤﺴﻴﺔ ﻻﺳﺘﺨﺮاج اﳌﻴﺎه أو‬ ‫ﻟﺘﺤﻠﻴﺔ اﳌﻴﺎه؟ ﺣﻴﺚ ﺗﺼﺒﺢ اﳌﺴﺄﻟﺔﻗﻀﻴﺔ اﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﺘﺨﺼﺼﺎت ﻫﻲ‬ ‫ا‪:‬ﻫﻢ“‪.‬‬ ‫‪¿ƒμj ød‬‬ ‫‪IQÉæe Oô› ó¡©ŸG‬‬ ‫‪á«eÓ°SEG º«gÉØŸ êhôJ º∏Y‬‬ ‫‪á°UÉÿG äÉLÉ«àM’G ΩóîJ áfRGƒàe‬‬ ‫‪Ëó≤J ‘ óYÉ°ùj ±ƒ°S ¬fCG πH ,Ö°ùëa ádhó∏d‬‬ ‫‪¿ô≤dG äÉjó– ™e Ö°SÉæàJ IQƒ°üH »eÓ°SE’G çGÎdG‬‬ ‫‪.øjô°û©dGh …OÉ◊G‬‬ ‫‪THE INSTITUTE WILL CONTRIBUTE TO SECURITY‬‬ ‫‪AND PEACEFUL SOCIAL DEVELOPMENT, MEETING‬‬ ‫‪THE TRANSNATIONAL CHALLENGES OF THE‬‬ ‫‪TWENTY-FIRST CENTURY.‬‬ ‫وﺣﻮل ﻣﻘﺎرﻧﺔ ﻣﻨﺎﻫﺞ ”ﻣﻌﻬﺪ دراﺳﺎت اﻟﻌﺎ‪ E‬ا‪7‬ﺳﻼﻣﻲ“ ﲟﻨﺎﻫﺞ ﻣﻌﺎﻫﺪ ﻧﻈ‪O‬ة‬ ‫& اﻟﻌﺎ‪ ،E‬أوﺿﺢ اﻟﺪﻛﺘﻮر ﻋﺎرف أﻧﻨﺎ ﺳﻨﺴﺘﻔﻴﺪ ﻣﻦ ﻣﻨﺎﻫﺞ اﳌﺆﺳﺴﺎت‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ اﳌﺘﻌﺪدة اﻟﺘﻲ اﻃﻠﻌﻨﺎ ﻋﻠﻴﻬﺎ & ﺟﻤﻴﻊ أﻧﺤﺎء اﻟﻌﺎ‪ ،E‬ﻟﻜﻨﻨﺎ‬ ‫ﺳﻨﺤﺘﻔﻆ ﺑﻄﺎﺑﻊ ﳑﻴﺰ وﻫﻮ اﳌﻜﻮن اﻟﻌﻤﻠﻲ‪ .‬ﻓﺠﻤﻴﻊ ﻫﺬه اﻟاﻣﺞ أﻛﺎدﳝﻴﺔ‬ ‫ﺧﺎﻟﺼﺔ‪ ،‬ﻗﻮﻳﺔ وﻋﻈﻴﻤﺔ وراﻗﻴﺔ‪ ،‬ﻟﻜﻨﻬﺎ ﺗﻘﻒ ﻋﻨﺪ ﺣﺪود اﻟﺘﻌﺎﻃﻲ ا‪:‬ﻛﺎدﳝﻲ‬ ‫اﻟﻨﻈﺮي ﻣﻊ ﻫﺬه اﳌﻮﺿﻮﻋﺎت‪ ،‬ﻣﺎ ﻧﺮﻳﺪه ﻫﻮ أن ﻳﻜﻮن ﻟﻨﺎ إﺿﺎﻓﺔ ﻣﻦ ﺧﻼل‬ ‫ﲢﻮﻳﻞ اﳉﺎﻧﺐ ا‪:‬ﻛﺎدﳝﻲ ﻟﻠﻌﻤﻠﻲ‪ ،‬وﻣﻦ ﺧﻼل ﺗﺼﻤﻴﻢ ﺑﺮاﻣﺞ ﺗﻨﺎﺳﺐ اﳉﻤﻬﻮر‬ ‫اﳌﺴﺘﻬﺪف ﺑﻬﺎ‪ ،‬وإدﺧﺎل اﻟﻌﻨﺼﺮ اﻟﺘﻔﻌﻴﻠﻲ أو اﻟﻌﻤﻠﻲ & ﻫﺬه اﻟاﻣﺞ“‪.‬‬ ‫أﻣﺎ ﻋﻦ اﻟﺪرﺟﺎت اﻟﻌﻠﻤﻴﺔ اﻟﺘﻲ ﺳﻴﻘﺪﻣﻬﺎ اﳌﻌﻬﺪ‪ ،‬ﻓﺒﺎ‪7‬ﺿﺎﻓﺔ إ‪ c‬ا‪:‬ﻋﻤﺎل‬ ‫اﻟﺒﺤﺜﻴﺔ وا‪:‬ﻛﺎدﳝﻴﺔ‪ ،‬ﺳﻮف ﳝﻨﺢ اﳌﻌﻬﺪ اﻟﺪرﺟﺎت اﻟﺘﺎﻟﻴﺔ‪ :‬درﺟﺔ اﳌﺎﺟﺴﺘ‪O‬‬ ‫واﻟﺪﻛﺘﻮراه & اﻟﺪراﺳﺎت ا‪7‬ﺳﻼﻣﻴﺔ اﳌﻌﺎﺻﺮة‪ ،‬و& اﻟﺪراﺳﺎت اﻟﻘﻀﺎﺋﻴﺔ‪،‬‬ ‫و& دراﺳﺎت اﻟﺘﻤﻮﻳﻞ ا‪7‬ﺳﻼﻣﻲ وإدارة اﻟ~وات‪ .‬ودرﺟﺔ اﳌﺎﺟﺴﺘ‪& O‬‬ ‫دراﺳﺎت اﻟﻮﻗﻒ ا‪7‬ﺳﻼﻣﻲ‪ ،‬دراﺳﺎت اﻟﻌﺎ‪ E‬ا‪7‬ﺳﻼﻣﻲ‪ ،‬ﻣﻘﺎرﻧﺔ ا‪:‬دﻳﺎن‪ ،‬ا‪7‬ﻣﺎﻣﺔ‬ ‫واﻟﻘﻴﺎدة اﻟﺪﻳﻨﻴﺔ‪ ،‬دراﺳﺎت اﳌﺮأة‪ ،‬ﺣﻘﻮق ا‪7‬ﻧﺴﺎن‪ .‬ودﺑﻠﻮم اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ &‬ ‫ﺟﻤﻴﻊ اﻟﺘﺨﺼﺼﺎت اﻟﺴﺎﺑﻘﺔ‪.‬‬ ‫ﺟﺴﺮ ﻟﻠﺘﻮاﺻﻞ اﳊﻀﺎري‬ ‫ﺳﻮف ﻳﻜﻮن ﻫﺬا اﳌﻌﻬﺪ‪ ،‬وﻣﻦ ﺧﻼل رﺳﺎﻟﺘﻪ ا‪:‬ﻛﺎدﳝﻴﺔ واﻟﺒﺤﺜﻴﺔ‪ ،‬ﺟﺴﺮ‪ j‬ﻟﻠﺘﻮاﺻﻞ‬ ‫اﻟﺜﻘﺎ& واﳊﻀﺎري داﺧﻞ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة و& اﳌﻨﻄﻘﺔ‪،‬‬ ‫ﻳﺘﻔﺎﻋﻞ ﻣﻊ اﻟﻈﺮوف اﳌﻌﺎﺻﺮة اﶈﻠﻴﺔ وا‪7‬ﻗﻠﻴﻤﻴﺔ واﻟﻌﺎﳌﻴﺔ‪ ،‬ﻛﻤﺎ ﺳﻮف‬ ‫ﻳﻌﺘﻤﺪ أﺟﻨﺪة ﺑﺤﺜﻴﺔ ﻣﻌﻤﻘﺔ ﺗﺴﺎﻳﺮ ﻋﺠﻠﺔ اﻟﺘﺤﺪﻳﺚ اﳌﺴﺘﻤﺮ‪ ،‬ﻣﺸﻜ ًﻼ ﺑﺬﻟﻚ‬ ‫ﳕﻮذﺟ ﺗﻌﻠﻴﻤﻴ ﻣﺒﺘﻜﺮ‪ & j‬ﺑﻴﺌﺔ إﺳﻼﻣﻴﺔ ﻣﻌﺎﺻﺮة‪ ،‬واﻧﻄﻼﻗ ﻣﻦ اﳌﻮﻗﻊ‬ ‫ا‪7‬ﺳ|اﺗﻴﺠﻲ ﻟﺪوﻟﺔ ا‪7‬ﻣﺎرات ﻟﻦ ﻳﻜﻮن اﳌﻌﻬﺪ _ﺮد ﻣﻨﺎرة ﻋﻠﻢ ﺗﺮوج ﳌﻔﺎﻫﻴﻢ‬ ‫إﺳﻼﻣﻴﺔ ﻣﺘﻮازﻧﺔ ﺗﺨﺪم اﻻﺣﺘﻴﺎﺟﺎت اﳋﺎﺻﺔ ﻟﻠﺪوﻟﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ أﻧﻪ ﺳﻮف‬ ‫ﻳﺴﺎﻋﺪ & ﺗﻘﺪﱘ اﻟ|اث ا‪7‬ﺳﻼﻣﻲ ﺑﺼﻮرة ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﲢﺪﻳﺎت اﻟﻘﺮن اﳊﺎدي‬ ‫واﻟﻌﺸﺮﻳﻦ‪.‬‬ ‫‪15‬‬ ‫اﻟﺪﻛﺘﻮر ﻧﺼﺮ ﻋﺎرف‬ ‫ﻣﺪﻳﺮ ﻣﻌﻬﺪ دراﺳﺎت اﻟﻌﺎ‪ E‬ا‪7‬ﺳﻼﻣﻲ‬ ‫‪Dr. Nasr Aref‬‬ ‫‪Director of The Institute for Islamic World Studies‬‬ ‫إﻧﻨﻲ ﺑﻘﻴﺎم اﻟﺘﻌﺎون واﻟﺼﺪاﻗﺔ ﺑﲔ اﻟﻌﺮب وا‪:‬ﻓﺎرﻗﺔ‪ ،‬أؤﻛﺪ ﻋﻠﻰ أﻧﻪ ﻣﻦ ﺻﺎﻟﺢ اﻟﻌﺮب وا‪:‬ﻓﺮﻳﻘﻴﲔ أن ﺗﻜﻮن‬ ‫ﺑﻴﻨﻬﻢ اﺗﺼﺎﻻت أﻛ~ وﺻﺪاﻗﺔ أﻛ‪ ،‬ﻓﺈﻧﻪ ﻻ دﻳﻦ ﻳﻔﺮﻗﻬﻢ وﻻ ﻣﺴﺎﻓﺎت ﺗﺒﻌﺪﻫﻢ وﻻ ﻋﺎدات ﺘﻠﻔﺔ ﺗﺒﻌﺪ‬ ‫ﺑﻴﻨﻬﻢ‪ ،‬وإن اﻟ|اث ﺑﻴﻨﻬﻢ ﻳﺘﺸﺎﺑﻪ‪ ،‬وﻛﺬﻟﻚ ا‪:‬دﻳﺎن واﻟﻌﺎدات‪.‬‬ ‫اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬ ‫اﻟﺮﺋﻴﺲ اﻟﺮاﺣﻞ وﻣﺆﺳﺲ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ ‫ﻓﺮﻳﻘﻴﺔ ﻋﺎﻧﺖ ﻣﻌﻈﻢ ﺳﻨﻮات ﻣﺎ ﺑﻌﺪ اﻻﺳﺘﻘﻼل ﻣﻦ‬7‫ﻣﻦ اﳌﻌﻠﻮم أن اﻟﺪول ا‬ ‫ ﺑﻴﺪ أن ﻣﻼﻣﺢ اﳌﺸﻬﺪ‬.‫دﻳﻜﺘﺎﺗﻮرﻳﺔ ﻧﻈﺎم اﳊﺰب اﻟﻮاﺣﺪ وﺗﺴﻠﻄﻴﺔ ﺣﻜﻢ اﻟﻌﺴﻜﺮ‬ ‫ وﻳﺒﺪو‬.‫ﻓﺮﻳﻘﻲ اﻟﻴﻮم ﻗﺪ ﺷﻬﺪت ﲢﻮﻻت ﻓﺎرﻗﺔ ﻻ ﳝﻜﻦ إﻧﻜﺎرﻫﺎ‬:‫اﻟﺴﻴﺎﺳﻲ ا‬ ‫أن ﻋﻤﻠﻴﺎت اﻟﺘﺤﻮل اﻟﺴﻠﻤﻲ اﻟﺘﻲ ﻋﺎﺷﺘﻬﺎ ﻛﻞ ﻣﻦ ﺗﻮﻧﺲ وﻣﺼﺮ ﺑﻌﺪ ﺛﻮرﺗﻲ‬ ‫اﻟﻴﺎﺳﻤﲔ واﻟﻠﻮﺗﺲ & ﻛﻞ ﻣﻨﻬﻤﺎ ﻋﻠﻰ اﻟ|ﺗﻴﺐ وأدت & ﻧﻬﺎﻳﺔ اﳌﻄﺎف‬ ‫ﻫﺎ ﻋ‬O‫ات ﺑﻨﻴﻮﻳﺔ & ﻃﺒﻴﻌﺔ اﻟﻨﻈﺎم اﻟﺴﻴﺎﺳﻲ اﻟﺴﺎﺋﺪ ﻗﺪ اﻣﺘﺪ ﺗﺄﺛ‬O‫ ﺗﻐﻴ‬c‫إ‬ ‫ وﻣﻦ اﻟﺜﺎﺑﺖ ﺗﺎرﻳﺨﻴ‬.‫ﻓﺮﻳﻘﻴﺔ‬:‫ أﻗﺼﻰ ﺟﻨﻮب اﻟﻘﺎرة ا‬c‫اﻟﺼﺤﺮاء اﻟﻜى ﻟﻴﺼﻞ إ‬ ‫ ﺑﻞ إﻧﻪ‬،‫ ﻳﻔﺼﻞ ﺷﻤﺎل اﻟﻘﺎرة ﻋﻦ ﺟﻨﻮﺑﻬﺎ‬j‫ ﺣﺎﺟﺰ‬j‫ ﻳﻜﻦ أﺑﺪ‬E ‫أن ﺳﺎﺣﻞ اﻟﺼﺤﺮاء‬ ‫ ﻳﺤﻤﻞ اﻟﺘﺠﺎر واﻟﺪﻋﺎة‬E‫ أ‬.‫ﻓﻜﺎر واﳌﻌﺘﻘﺪات‬:‫ﻋﻮﺿﺎ ﻋﻦ ذﻟﻚ ﻣﺜﻞ ﻣﻌا ﻟﻨﻘﻞ ا‬ ‫ﺳﻼم ﻟﺘﺠﺪ‬7‫ﻣﻦ ﺷﻤﺎل أﻓﺮﻳﻘﻴﺎ ﻣﻌﻬﻢ ﻋ دروب اﻟﺼﺤﺮاء اﻟﻜى ﻗﻴﻢ وﺗﻌﺎﻟﻴﻢ ا‬ !‫آذاﻧ ﺻﺎﻏﻴﺔ وﻗﻠﻮﺑ ﻣﺆﻣﻨﺔ ﺑﲔ ﺷﻌﻮب ﻏﺮب أﻓﺮﻳﻘﻴﺎ؟‬ ‫وﻳﺤﺎول ﻫﺬا اﳌﻘﺎل رﺻﺪ أﺑﺮز أﳕﺎط اﻟﺘﺤﻮﻻت اﻟﺴﻴﺎﺳﻴﺔ اﻟﻜى اﻟﺘﻲ ﺗﺸﻬﺪﻫﺎ اﻟﻘﺎرة‬ ‫ وﻣﻌﺮﻓﺔ ﻣﺎﻫﻴﺔ اﻟﻌﺮاﻗﻴﻞ‬،‫ وﻻﺳﻴﻤﺎ & ﺷﻤﺎﻟﻬﺎ اﻟﻌﺮﺑﻲ اﳌﺴﻠﻢ‬،‫ﻓﺮﻳﻘﻴﺔ اﻟﻴﻮم‬:‫ا‬ .‫واﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﺗﻘﻒ أﻣﺎم ﲢﻘﻴﻖ ﻧﻬﻀﺔ أﻓﺮﻳﻘﻴﺎ اﻟﻜى‬ 9‫اﻟﺸﺒﺎب واﻟﺘﻐﻴ‬:‫اﻟﺘﺤﻮل اﻟﺜﻮري اﻟﺴﻠﻤﻲ‬ ‫ ﻋﻦ‬jO‫ﻓﺮﻳﻘﻴﺔ ﺑﺸﻜﻞ ﻳﺨﺘﻠﻒ اﺧﺘﻼﻓ ﻛﺒ‬:‫ت اﻟ|ﻛﻴﺒﺔ اﻟﺴﻜﺎﻧﻴﺔ ﳉﻤﻴﻊ اﻟﺪول ا‬O‫ﻟﻘﺪ ﺗﻐ‬ ‫ ﻓﺎﻟﺸﺒﺎب ﻳﺸﻜﻠﻮن اﻟﻴﻮم أﻏﻠﺐ اﻟﺴﻜﺎن ﺳﻮاء & ﺷﻤﺎل اﻟﻘﺎرة‬.‫زﻣﻦ اﻻﺳﺘﻘﻼل‬ & ‫ وﻛﻤﺎ ﻫﻮ اﳊﺎل & اﳋﺗﲔ اﻟﺘﻮﻧﺴﻴﺔ واﳌﺼﺮﻳﺔ ﻛﺎن اﻟﺸﺒﺎب‬.‫أو & ﺟﻨﻮﺑﻬﺎ‬ ‫ وﻻ ﺷﻚ أن ﺣﺼﻮل‬.‫ﻃﻠﻴﻌﺔ اﻻﻧﺘﻔﺎﺿﺎت واﻟﺜﻮرات اﻟﺸﻌﺒﻴﺔ ﺿﺪ اﻟﻨﻈﻢ اﳊﺎﻛﻤﺔ‬ ‫ﻓﺎرﻗﺔ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﺘﻤﻴﺰ وﻗﺪرة ﻋﻠﻰ اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻓﻨﻮن اﻟﺘﻮاﺻﻞ‬:‫ﻫﺆﻻء اﻟﺸﺒﺎب ا‬ ‫اﻻﺟﺘﻤﺎﻋﻲ اﳊﺪﻳﺜﺔ ﻣﺜﻞ "اﻟﻔﻴﺴﺒﻮك“ و "اﻟﺘﻮﻳ|“ ﻗﺪ ﺟﻌﻠﻬﻢ ﻳﻘﺎرﻧﻮن أﻧﻔﺴﻬﻢ‬ ‫ ﻣﻦ اﻟﺸﺒﺎب‬jO‫ وﻟﺬﻟﻚ ﳒﺪ أن ﻗﻄﺎﻋ ﻛﺒ‬.‫ﻓﻀﻞ ﺣﺎ ًﻻ‬:‫ﺧﺮى ا‬:‫ﺑﻨﻈﺮاﺋﻬﻢ & اﻟﺪول ا‬ ‫ ﺑﻞ ﻋﻠﻰ اﻟﻌﻜﺲ ﻣﻦ ذﻟﻚ‬،‫ ﻳﻜﻦ ﻣﺘﻌﻄ ًﻼ ﻋﻦ اﻟﻌﻤﻞ‬E ‫اﻟﺬي ﻓﺠﺮ اﻟﺜﻮرة اﳌﺼﺮﻳﺔ‬ ،‫ﺳﺎﺳﻲ & ﻫﺬه اﳊﺎﻟﺔ ﻛﺎن ﺳﻴﺎﺳﻴ‬:‫ ﻓﺎﳌﻄﻠﺐ ا‬.‫ﻣﻦ اﻻﻗﺘﺼﺎدي‬:‫ﻛﺎن ﻳﺘﻤﺘﻊ ﺑﺎ‬ .‫أي اﳊﺼﻮل ﻋﻠﻰ ﳕﻂ ﺣﻴﺎة أﻓﻀﻞ ﻳﺘﻤﺘﻊ ﻓﻴﻪ اﳉﻤﻴﻊ ﺑﺎﳊﺮﻳﺔ واﻟﺪﳝﻮﻗﺮاﻃﻴﺔ‬ 19 ‫ ﻣﻦ اﻟﺒﻠﺪان ﻛﺴﺮ ﺣﺪة اﻟﻬﻴﻤﻨﺔ‬O‫ﻓﺮﻳﻘﻲ ﻗﺪ اﺳﺘﻄﺎع & ﻛﺜ‬:‫وﻳﻼﺣﻆ أن اﻟﺸﺒﺎب ا‬ ‫ﻋﻼﻣﻴﺔ‬7‫ اﻟﻔﻀﺎءات ا‬c‫ وذﻟﻚ ﻣﻦ ﺧﻼل اﻟﻠﺠﻮء إ‬،‫ﻋﻼم‬7‫اﳊﻜﻮﻣﻴﺔ ﻋﻠﻰ وﺳﺎﺋﻞ ا‬ ‫ ﺑﻴﺪ أﻧﻪ ﻣﻦ اﳌﻼﺣﻆ وﺟﻮد اﺧﺘﻼﻓﺎت ﺑﲔ اﳊﺎﻟﺘﲔ اﳌﺼﺮﻳﺔ واﻟﺘﻮﻧﺴﻴﺔ‬.‫اﳉﺪﻳﺪة‬ ‫ﻓﺮﻳﻘﻴﺔ‬:‫ ﻓﺎﻟﺪول ا‬.‫ﻓﺮﻳﻘﻴﺔ ﺟﻨﻮب اﻟﺼﺤﺮاء ﻣﻦ ﺟﻬﺔ أﺧﺮى‬:‫ واﳊﺎﻟﺔ ا‬،‫ﻣﻦ ﺟﻬﺔ‬ .‫ ﻣﻦ ﺿﻌﻒ ﻣﻌﺪﻻت اﺳﺘﺨﺪام اﻻﻧ|ﻧﺖ‬a‫ﺟﻨﻮب اﻟﺼﺤﺮاء ﺗﻌﺎ‬ African countries have suffered enormously from dictatorship and one-party authoritarian regimes in the post-independence era. However, no one can deny that the African political scene is experimenting landmark changes today. It seems that the peaceful transition experienced by both the Jasmine Tunisian and Lotus Egyptian revolutions are leading to structural changes in existing political systems from the Sahara Desert to the southern tip of the African continent. Historically, the desert has never really been a barrier separating the north of the continent from its south, but has instead been a conduit for the transfer of ideas and beliefs. Haven’t traders and missionaries from North Africa crossed the Sahara Desert to preach the values and teachings of Islam among the people of West Africa? This article focuses on the most prominent major political transformations taking place in the African continent today, especially in the Arab Muslim north, and on the obstacles and challenges to a Great African Renaissance. Peaceful Revolutionary Transformation: Youth and Change Demographic structures have dramatically changed in all African countries from independence times. Youths today constitute the majority of the population both in the north or south of the African continent. In Tunisia and Egypt, youths have been at the forefront of popular uprisings and revolts against the ruling regimes. There is no doubt that the quality education received by these young Africans and their ability to deal with modern social networking techniques such as Facebook and Twitter have made them compare themselves with their counterparts in other better-off countries. It is interesting to note that a large segment of the youth who set the Egyptian revolution in motion did not suffer unemployment and instead enjoyed economic security. Their demand was essentially political, the right to a better life, freedom, and democracy. :‫ﻧﻬﻀﺔ أﻓﺮﻳﻘﻴﺎ اﻟﻜﺒﺮى‬ ‫ﻫﻞ ﺗﻨﻄﻠﻖ ﻣﻦ ﺷﻤﺎﻟﻬﺎ اﻟﻌﺮﺑﻲ؟‬ Africa’s major renaissance: will it start from the Arab north? African youth have been able in many countries to break the government hegemony over media by escaping to new media spaces. The situation in sub-Saharan African is not, however, altogether comparable to that in Tunisia and Egypt. The Sub-Saharan African countries have less access to the Internet, and so youths have turned to mobile phones to dispatch the news of corruption and mismanagement in their states. In the recent Zimbabwe elections, people used their mobile phones to deter any attempts to rig the elections in the remote areas. Although the Egyptian and Tunisian revolutions relied greatly at the beginning of their uprising on the Internet, the in subSaharan African revolution will certainly rely on mobile phones. ‫ذﻟﻚ ﻛﻠﻪ ﻳﻔﺮض ﻋﻠﻰ اﻟﻨﻈﻢ اﻟﻌﺮﺑﻴﺔ‬ ‫ﺿﺮورة اﻻﻧﻔﺘﺎح واﻟﺘﻐﻴﻴﺮ ﻟﺘﺼﺒﺢ أﻛﺜﺮ‬ ‫ﺷﻤﻮﻻ واﺳﺘﻴﻌﺎﺑﺎ ﻟﻬﺬه اﻟﺸﺮاﺋﺢ‬ ‫اﻟﺠﺪﻳﺪة‬ Governments in particular must also recognize the need to accommodate new non-traditional political forces represented by younger generations who have grown up in the era of the Internet and cyberspace ‫ ﺟﺎﻣﻌﺔ زاﻳﺪ‬،‫ﺑﻘﻠﻢ اﻟﺪﻛﺘﻮر ﺣﻤﺪي ﻋﺒﺪاﻟﺮﺣﻤﻦ ﺣﺴﻦ‬ By Dr. Hamdy Abdel Rahman Hassan, Zayed University ‫ أن ﻳﻤﺮ ﻗﻄﺎر اﻟﺜﻮرة اﻟﺴﺮﻳﻊ‬D‫ﻛﺎن ﻣﻨﻄﻘﻴ‬ ‫ﻓﻲ ﺷﻤﺎل أﻓﺮﻳﻘﻴﺎ ﺑﺎﻟﻤﺪن اﻟﻠﻴﺒﻴﺔ‬ How will the differing international attitudes toward Libya affect it in the long run? Will the current efforts result in a Libyan geographical division and threaten the unity of the Jamahiriya? Will the military action be the only effective option for enforcing resolution 1973 adopted by the UN Security Council against Libya? Will it result in arming the rebels and lead to the possible deployment of peacekeeping troops on the ground? Certainly, the best option would be to let the Libyan people decide their destiny away from Gaddaﬁ and his family. Transition Through Election North Africa was bound to be affected by those events, and, as one might have anticipated, Libyan youth took to the streets in what was dubbed the “Day of Rage” ‫ ﺗﺒﻨﻲ ﺧﻴﺎرات ﻋﺴﻜﺮﻳﺔ أﺧﺮى ﺗﺘﺠﺎوز ﺣﺪود اﻟﺘﻔﻮﻳﺾ‬c‫اﻟﻠﺠﻮء إ‬ ‫ اﻟﺼﺎدر ﻋﻦ _ﻠﺲ‬1973 ‫ ﺑﻨﻮد اﻟﻘﺮار‬c‫اﻟﺪو اﻟﺬي ﻳﺴﺘﻨﺪ إ‬ ‫ وﻫﻮ ﻣﺎ ﻳﻌﻨﻲ ﺗﺴﻠﻴﺢ اﻟﺜﻮار ورﲟﺎ ﻧﺸﺮ‬،‫ﻣﻦ اﻟﺪو ﺑﺤﻖ ﻟﻴﺒﻴﺎ‬:‫ا‬ ‫ﻓﻀﻞ داﺋﻤ‬:‫ﻗﻮات ﺑﺮﻳﺔ ﳊﻔﻆ اﻟﺴﻼم؟ وﻻ ﺷﻚ أن اﳋﻴﺎر ا‬ ‫ ﻋﻦ‬j‫ه ﺑﻌﻴﺪ‬O‫ﻫﻮ أن ﻳ|ك ﻟﻠﺸﻌﺐ اﻟﻠﻴﺒﻲ اﳊﺮﻳﺔ & ﺗﻘﺮﻳﺮ ﻣﺼ‬ .‫اﻟﻘﺬا& وﻋﺎﺋﻠﺘﻪ‬ ‫اﻟﺘﺤﻮل ﻣﻦ ﺧﻼل اﻻﻧﺘﺨﺎﺑﺎت‬ ‫ﻓﺮﻳﻘﻴﺔ ﻋﻼﻣﺔ‬:‫ﲤﺜﻞ زﻳﺎدة اﻟﺘﻨﺎﻓﺴﻴﺔ اﻻﻧﺘﺨﺎﺑﻴﺔ & اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺪول ا‬ ‫ ﻓﺄﺣﺰاب اﳌﻌﺎرﺿﺔ ﺗﺮﺳﺦ أﻗﺪاﻣﻬﺎ‬.‫ﺻﺤﻴﺔ ﻧﺤﻮ ﺗﻌﺰﻳﺰ اﳊﻜﻢ اﻟﺪﳝﻘﺮاﻃﻲ‬ ‫ﺣﺰاب‬: ‫& اﳌﻤﺎرﺳﺔ اﻟﺴﻴﺎﺳﻴﺔ ﲟﺎ ﳝﻜﻨﻬﺎ ﻣﻦ ﻃﺮح اﻟﺒﺪﻳﻞ اﳌﻨﺎﺳﺐ‬ ‫ وﻳﻼﺣﻆ‬.‫ﻇﻠﺖ & ﺑﻌﺾ اﳊﺎﻻت ﲤﺴﻚ ﺑﺰﻣﺎم اﻟﺴﻠﻄﺔ ﻣﻨﺬ اﻻﺳﺘﻘﻼل‬ ‫ﻓﺮﻳﻘﻴﺔ ﻗﺪ ﺷﻬﺪت اﻧﺘﻘﺎ ُﻻ ﻟﻠﺴﻠﻄﺔ ﻟﺼﺎﻟﺢ أﺣﺰاب‬:‫ ﻣﻦ اﻟﺪول ا‬jO‫أن ﻛﺜ‬ .‫ﻳﺎ‬O‫اﻟﻴﻮن وﻏﺎﻧﺎ وﻧﻴﺠ‬O‫اﳌﻌﺎرﺿﺔ ﻛﻤﺎ ﺣﺪث & اﻟﺴﻨﻐﺎل وﻣﺎ وﺳ‬ ‫ ﺑﺎﻋﺘﺒﺎرﻫﺎ ﳕﻮذﺟ ﻣﺜﺎﻟﻴ ﻟﻬﺬا‬2008 ‫ اﻧﺘﺨﺎﺑﺎت ﻏﺎﻧﺎ ﻋﺎم‬c‫وﳝﻜﻦ اﻟﻨﻈﺮ إ‬ ‫ ﻓﻘﺪ اﻟﺘﺰم اﻟﺮﺋﻴﺲ ﺟﻮن‬.‫اﻻﲡﺎه اﳋﺎص ﺑﺎﻟﻈﺎﻫﺮة اﻻﻧﺘﺨﺎﺑﻴﺔ & أﻓﺮﻳﻘﻴﺎ‬ ‫ﻛﻮﻓﻮر ﺑﺎﻟﺪﺳﺘﻮر وﺗﺨﻠﻰ ﻋﻦ اﻟﺴﻠﻄﺔ ﺑﻌﺪ أن أﻛﻤﻞ دورﺗﲔ رﺋﺎﺳﻴﺘﲔ ﻣﺪة‬ ‫ وﺻﻔﺖ ﺑﺄﻧﻬﺎ‬،‫ و& اﻧﺘﺨﺎﺑﺎت ﺗﻨﺎﻓﺴﻴﺔ‬.‫ﻛﻞ ﻣﻨﻬﻤﺎ أرﺑﻊ ﺳﻨﻮات ﻓﻘﻂ‬ ‫ ﲤﻜﻦ ﻣﺮﺷﺢ اﳌﻌﺎرﺿﺔ ﺟﻮن ﻋﻄﺎ ﻣﻴﻠﺰ ﻣﻦ اﻟﻔﻮز ﲟﻨﺼﺐ‬،‫ﺣﺮة وﻧﺰﻳﻬﺔ‬ ‫ و ﺗﻄﺮح ﲡﺮﺑﺔ ﻣﺎ ﻣﺜﺎ ًﻻ آﺧﺮ ﳝﻜﻦ أن ﻳﻜﻮن ﳕﻮذﺟ‬.‫اﻟﺮﺋﺎﺳﺔ & ﻏﺎﻧﺎ‬ ‫ ﻓﻘﺪ ﺷﻜﻞ اﻟﺮﺋﻴﺲ أﻣﺎدو ﺗﻮري ﳉﻨﺔ‬.‫ﺻﻼﺣﺎت اﻟﺪﺳﺘﻮرﻳﺔ‬7‫ﻳﺤﺘﺬى ﺑﻪ & ا‬ ‫ ﻟﻴﺼﺒﺢ أﻛ~ ﺗﻮاءﻣﺎ ﻣﻊ‬1992 ‫ﻣﻦ اﳋاء ﻟﺘﻌﺪﻳﻞ اﻟﺪﺳﺘﻮر اﻟﺼﺎدر & ﻓاﻳﺮ‬ ‫ و اﳌﻠﻔﺖ ﻫﻨﺎ أن اﻟﺘﻌﺪﻳﻼت اﻟﺘﻲ‬.‫اﻟﺘﻄﻮرات اﻟﺴﻴﺎﺳﻴﺔ اﻟﺘﻲ ﺷﻬﺪﺗﻬﺎ ﻣﺎ‬ ‫ ﻣﻦ اﻟﺪﺳﺘﻮر واﻟﺘﻲ ﲢﺪد وﻻﻳﺔ‬30 ‫أﻗﺮﺗﻬﺎ اﻟﻠﺠﻨﺔ ﺣﺎﻓﻈﺖ ﻋﻠﻰ اﳌﺎدة رﻗﻢ‬ ‫ وﻫﻲ اﳌﺎدة اﻟﺘﻲ‬،‫ ﻣﺪة ﻛﻞ ﻣﻨﻬﻤﺎ ﺧﻤﺲ ﺳﻨﻮات‬،‫اﻟﺮﺋﻴﺲ ﺑﻔ|ﺗﲔ ﻓﻘﻂ‬ ‫ وﺑﻬﺬا اﻟﺸﻜﻞ ﻓﺈن‬.(2002-1992) ‫اﺣ|ﻣﻬﺎ اﻟﺮﺋﻴﺲ اﻟﺴﺎﺑﻖ أﻟﻔﺎ ﻋﻤﺮ ﻛﻮﻧﺎري‬ ‫اﻟﺮﺋﻴﺲ ﺗﻮري أﻛﺪ ﻋﺰﻣﻪ ﻋﻠﻰ اﻟﺘﺨﻠﻲ ﻋﻦ اﻟﺴﻠﻄﺔ ﺑﺸﻜﻞ ﻃﻮﻋﻲ & ﻧﻬﺎﻳﺔ‬ .‫دارة & اﻟﺪوﻟﺔ‬7‫ وﻣﺘﺎﺑﻌﺔ ﻗﻀﺎﻳﺎ اﻟﻔﺴﺎد وﺳﻮء ا‬2012 ‫وﻻﻳﺘﻪ اﻟﺜﺎﻧﻴﺔ & ﻳﻮﻧﻴﻮ‬ The rise in genuine electoral competitiveness in many African countries is a healthy sign of democratic governance. Opposition parties are asserting themselves in the political process and seeking suitable alternatives to parties in power since the independence era. In fact, many African countries have witnessed a transition of power in favor of opposition parties: Senegal, Mali, Sierra Leone, Ghana, and Nigeria. Ghana’s elections in 2008 represents a perfect example of this electoral trend in Africa. President John Kufuor committed himself to the constitution and, after serving two four-year terms, handed power to opposition candidate John Atta Mills in a frame of free and fair elections. In Mali, evidencing another model of constitutional reform, President Amadou Toure has formed an experts committee to amend the constitution of 1992 to become more aligned with political developments occurring in Mali. The constitution will maintain Article 30 that limits the President to two ﬁve-year terms, an article well respected by former president Alpha Oumar Konare (1992-2002). In this way, President Toure has conﬁrmed his intention to relinquish power willingly at the end of his second term in June 2012. African models of stable and successful democracy are worth noting. Countries such as Botswana and South Africa have held regular and peaceful competitive elections without assistance from the international community. Ghana is perhaps a strong democracy emerging in West Africa since it was able to ﬁnance its general elections and achieve a second peaceful transfer of power between political parties in 2008. Parallel to this peaceful trend, competitive elections may lead to increasing violence and to undesirable conditions. One condition is extreme political tension as a result of differences between major political forces as was the case in Kenya in 2007 when violence erupted following the inauguration of President Mwai Kibaki, leaving 1,500 dead and around 300,000 people homeless. Another likely outcome is the emergence of a veteran who holds the reins of power through repressive and intimidating tactics against the opposition as seen in Zimbabwe when President Robert Mugabe, after losing in the ﬁrst round in the 2008 presidential election, used violence to intimidate the supporters of opposition candidate Morgan Chngerai and keep him out of the second round of the election. ‫ﺧﺒﺎر‬:‫وﻣﻊ ذﻟﻚ ﻓﺈن اﻟﺸﺒﺎب اﺳﺘﻄﺎع اﺳﺘﺨﺪام أﺟﻬﺰة اﻟﻬﺎﺗﻒ اﻟﻨﻘﺎل & ﻧﻘﻞ ا‬ ‫ﻓﺮﻳﻘﻴﺔ وﻻ‬:‫ ﻣﻬﻤ & اﻻﻧﺘﻔﺎﺿﺎت ا‬j‫وﻋﻠﻴﻪ ﻓﺈﻧﻪ ﳝﻜﻦ ﻟﻠﻬﻮاﺗﻒ اﻟﻨﻘﺎﻟﺔ أن ﲤﺎرس دور‬ ‫ة اﻋﺘﺎد‬O‫ﺧ‬:‫ ﻓﻔﻲ اﻧﺘﺨﺎﺑﺎت زﻣﺒﺎﺑﻮي ا‬.‫ﻧ|ﻧﺖ‬7‫ ا‬c‫ﺳﻴﻤﺎ إذا ﻛﺎﻧﺖ _ﻬﺰة ﺑﺘﻘﻨﻴﺔ اﻟﻮﻟﻮج إ‬ & ‫اﻟﻨﺎس اﺳﺘﺨﺪام اﻟﻬﻮاﺗﻒ اﻟﻨﻘﺎﻟﺔ ﻟﻠﻮﻗﻮف & ﻣﻮاﺟﻬﺔ ﺎوﻻت ﺗﺰوﻳﺮ اﻻﻧﺘﺨﺎﺑﺎت‬ ‫ ﻳﻌﻨﻲ ذﻟﻚ أن ﺟﻤﺎﻋﺎت اﳌﻌﺎرﺿﺔ واﳌﺮاﻗﺒﲔ اﻟﺪوﻟﻴﲔ ووﺳﺎﺋﻞ‬.‫اﳌﻨﺎﻃﻖ اﻟﻨﺎﺋﻴﺔ‬ ‫ﺧﺒﺎر ﺑﺴﺮﻋﺔ أﻛ ﻋﻦ ذي‬:‫ ﻣﺼﺎدر ا‬c‫ﻋﻼم اﳌﺴﺘﻘﻠﺔ أﺻﺒﺢ ﲟﻘﺪورﻫﺎ اﻟﻮﺻﻮل إ‬7‫ا‬ ‫ ﻓﺈن‬،‫ﻧ|ﻧﺖ‬7‫ وإذا ﻛﺎﻧﺖ اﻟﺜﻮرة اﳌﺼﺮﻳﺔ واﻟﺘﻮﻧﺴﻴﺔ ﻗﺪ اﻋﺘﻤﺪت & ﺑﺪاﻳﺘﻬﺎ ﻋﻠﻰ ا‬.‫ﻗﺒﻞ‬ .‫اﻟﺜﻮرة & أﻓﺮﻳﻘﻴﺎ ﺟﻨﻮب اﻟﺼﺤﺮاء ﺳﻮف ﺗﻌﺘﻤﺪ ﻋﻠﻰ اﻟﻬﻮاﺗﻒ اﻟﻨﻘﺎﻟﺔ‬ ‫ﻫﻢ اﻟﺬي ﻋﻠﻰ أﻓﺮﻳﻘﻴﺎ أن ﺗﺘﻌﻠﻤﻪ ﻣﻦ اﳊﺎﻟﺘﲔ اﻟﺘﻮﻧﺴﻴﺔ واﳌﺼﺮﻳﺔ ﻫﻮ‬:‫إن اﻟﺪرس ا‬ ‫ي ﳑﻜﻨﺔ وﻳﺼﻌﺐ ﲡﻨﺒﻬﺎ & اﳌﻨﺎﻃﻖ‬O‫أن اﻟﺜﻮرة وﻋﻤﻠﻴﺎت اﻻﺣﺘﺠﺎج اﳉﻤﺎﻫ‬ ‫ وﻏﻴﺎب‬،‫ ﻣﻦ ارﺗﻔﺎع ﻧﺴﺒﺔ اﻟﺒﻄﺎﻟﺔ وﺗﻔﺸﻲ اﻟﻔﺴﺎد‬a‫ﻓﺮﻳﻘﻴﺔ اﻟﺘﻲ ﺗﻌﺎ‬:‫ا‬ ‫ﻫﺎ ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﺪاﻓﻌﺔ‬O‫ وﻏ‬،‫ﺳﻌﺎر‬:‫اﳌﺸﺎرﻛﺔ اﻟﺴﻴﺎﺳﻴﺔ اﳊﻘﻴﻘﻴﺔ وارﺗﻔﺎع ا‬ ‫ﻋﻼن رﺳﻤﻴﺎ ﻋﻦ ﻣﻮت اﻟﺴﻴﺎﺳﺔ‬7‫ ﻻﺑﺪ ﻣﻦ ا‬،‫ ﻣﻦ ﺟﻬﺔ ﺛﺎﻧﻴﺔ‬.‫ﺣﺒﺎط واﻟﺘﻤﺮد‬7‫ ا‬c‫إ‬ ‫ﻓﺮﻳﻘﻴﺔ ﻟﺘﺘﻔﻖ وﻣﻌﻄﻴﺎت‬:‫ آﻟﻴﺎت اﳌﻤﺎرﺳﺔ اﻟﺴﻴﺎﺳﻴﺔ ا‬O‫ﲟﻌﻨﺎﻫﺎ اﻟﺘﻘﻠﻴﺪي وﺗﻐﻴ‬ ،‫ ﻣﻦ ﺟﻬﺔ ﺛﺎﻟﺜﺔ‬،‫ وﻟﻌﻞ ذﻟﻚ ﻳﻔﺮض‬.‫اﻟﺜﻮرة اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ واﳌﻌﻠﻮﻣﺎﺗﻴﺔ اﳉﺪﻳﺪة‬ ‫ اﻟﺘﻘﻠﻴﺪﻳﺔ واﻟﺘﻲ ﳝﺜﻠﻬﺎ ﺟﻴﻞ‬O‫ﺿﺮورة اﺳﺘﻴﻌﺎب اﻟﻘﻮى اﻟﺴﻴﺎﺳﻴﺔ اﳉﺪﻳﺪة ﻏ‬ ‫ وﻟﻌﻞ ذﻟﻚ ﻛﻠﻪ ﻳﻔﺮض‬.a‫ﻟﻜ|و‬7‫ﻧ|ﻧﺖ واﻟﻔﻀﺎء ا‬7‫اﻟﺸﺒﺎب اﻟﺬي ﺗﺮﻋﺮع & ﻋﺼﺮ ا‬ ‫ ﻟﺘﺼﺒﺢ أﻛ~ ﺷﻤﻮﻻ واﺳﺘﻴﻌﺎﺑﺎ ﻟﻬﺬه‬O‫ﻋﻠﻰ اﻟﻨﻈﻢ اﻟﻌﺮﺑﻴﺔ ﺿﺮورة اﻻﻧﻔﺘﺎح واﻟﺘﻐﻴ‬ .‫اﻟﺸﺮاﺋﺢاﳉﺪﻳﺪة‬ ‫ ﻟﻴﺒﻴﺎ ﳕﻮذﺟﺎ‬:‫اﻟﺘﺤﻮل اﻟﻌﻨﻴﻒ‬ ‫ ﺛﻮرة اﻟﻴﺎﺳﻤﲔ & ﺗﻮﻧﺲ واﻟﺘﻲ‬،‫ﻟﻘﺪ وﺟﺪت ﻟﻴﺒﻴﺎ ﻧﻔﺴﻬﺎ ﺎﺻﺮة ﺑﲔ ﺛﻮرﺗﲔ‬ ‫ وﺛﻮرة اﻟﻠﻮﺗﺲ اﳌﺼﺮﻳﺔ اﻟﺘﻲ أﺟت‬،‫أﻃﺎﺣﺖ ﺑﺎﻟﺮﺋﻴﺲ زﻳﻦ اﻟﻌﺎﺑﺪﻳﻦ ﺑﻦ ﻋﻠﻲ‬ ‫اﻟﺮﺋﻴﺲ ﺣﺴﻨﻲ ﻣﺒﺎرك ﻋﻠﻰ اﻟﺘﻨﺤﻲ واﻟﻌﻴﺶ & ﻣﻨﻔﺎه اﻻﺧﺘﻴﺎري & ﻣﻨﺘﺠﻊ‬ ‫ ﻛﺎن ﻣﻨﻄﻘﻴ أن ﳝﺮ ﻗﻄﺎر اﻟﺜﻮرة اﻟﺴﺮﻳﻊ‬.‫ﺣﻤﺮ‬:‫ﺷﺮم اﻟﺸﻴﺦ ﻋﻠﻰ ﺳﺎﺣﻞ اﻟﺒﺤﺮ ا‬ ‫ وﺳﺮﻋﺎن ﻣﺎ ﻧﻈﻢ اﻟﺸﺒﺎب اﻟﻠﻴﺒﻲ ﻣﻈﺎﻫﺮات‬.‫& ﺷﻤﺎل أﻓﺮﻳﻘﻴﺎ ﺑﺎﳌﺪن اﻟﻠﻴﺒﻴﺔ‬ ‫اﺣﺘﺠﺎﺟﻴﺔ & ﻳﻮم أﻃﻠﻘﻮا ﻋﻠﻴﻪ ”ﻳﻮم اﻟﻐﻀﺐ“ ﻃﺎﻟﺒﻮا ﻣﻦ ﺧﻼﻟﻬﺎ ﺑﺈﺳﻘﺎط ﻧﻈﺎم‬ .&‫اﻟﻌﻘﻴﺪ ﻣﻌﻤﺮ اﻟﻘﺬا‬ ‫ﺑﻴﺪ أن ﻧﻈﺎم اﻟﻘﺬا& واﺟﻪ ﻫﺬه اﻻﺣﺘﺠﺎﺟﺎت اﻟﺴﻠﻤﻴﺔ ﻣﻦ ﺧﻼل اﺳﺘﺨﺪام اﻟﻘﻮة‬ ‫ﻣﺮ اﻟﺬي اﺳﺘﺪﻋﻰ ﺗﺪﺧﻼ دوﻟﻴﺎ ﲟﺒﺎدرة ﻋﺮﺑﻴﺔ ﳊﻤﺎﻳﺔ اﳌﺪﻧﻴﲔ‬:‫اﳌﻔﺮﻃﺔ وﻫﻮ ا‬ &‫ ﺻﺮاع ﻣﺴﻠﺢ ﺑﲔ اﻟﻘﺬا‬c‫ وﺳﺮﻋﺎن ﻣﺎ ﲢﻮﻟﺖ اﻻﻧﺘﻔﺎﺿﺔ اﻟﻠﻴﺒﻴﺔ إ‬.‫& ﻟﻴﺒﻴﺎ‬ ‫ اﻟﺴﻠﻄﺔ ﻣﻦ ﺧﻼل اﻧﻘﻼب ﻋﺴﻜﺮي‬c‫ وﻳﻼﺣﻆ أن اﻟﻌﻘﻴﺪ اﻟﻘﺬا& اﻟﺬي ﺗﻮ‬.‫واﻟﺜﻮار‬ .‫ﻃﻼق‬7‫ ﻳﻌﺪ أﻗﺪم ﺣﺎﻛﻢ ﻋﺮﺑﻲ وأﻓﺮﻳﻘﻲ ﻋﻠﻰ ا‬1969 ‫& اﻟﻔﺎﰌ ﻣﻦ ﺳﺒﺘﻤ ﻋﺎم‬ “‫ﻟﻘﺎب اﻟﻔﺨﺮﻳﺔ ﻣﺜﻞ ”ﻗﺎﺋﺪ اﻟﺜﻮرة‬:‫وﻋﺎدة ﻣﺎ ﻳﺤﻠﻮ ﻟﻪ أن ﻳﻨﺎدي ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ا‬ .j‫و”ﻋﻤﻴﺪ اﳊﻜﺎم اﻟﻌﺮب“ و ”ﻣﻠﻚ ﻣﻠﻮك أﻓﺮﻳﻘﻴﺎ“ وﻫﻠﻢ ﺟﺮ‬ ‫رﺑﻌﺔ اﳌﺎﺿﻴﺔ ﺑﺎﻟﻐﺮاﺑﺔ واﻟﺘﻨﺎﻗﺾ & ﺣﺮﻛﺘﻪ‬:‫وﻗﺪ اﺗﺴﻢ اﻟﻘﺬا& ﻋ اﻟﻌﻘﻮد ا‬ ‫ﺧﻀﺮ“ ﻋﻠﻰ ﻣﻨﻮال ﻛﺘﺎب‬:‫ أﺻﺪر ”اﻟﻜﺘﺎب ا‬1975 ‫ ﻓﻔﻲ ﻋﺎم‬.‫اﻟﺪاﺧﻠﻴﺔ واﳋﺎرﺟﻴﺔ‬ ‫ وﻗﺪ ﳋﺺ اﻟﻌﻘﻴﺪ اﻟﻘﺬا& & ﻫﺬا اﻟﻜﺘﺎب رؤﻳﺘﻪ‬.‫ﺣﻤﺮ‬:‫ﻣﺎوﺗﺴﻲ ﺗﻮﱋ ا‬ O‫ واﻟﺘﻲ ﺟﺎءت ﺑﺸﻜﻞ ﻋﺒﺜﻲ ﻏ‬،‫اﻟﻔﻠﺴﻔﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﻀﺎﻳﺎ اﻟﺴﻴﺎﺳﺔ واﳊﻜﻢ‬ .‫ﺳﻼم‬7‫ ﻳﺠﻤﻊ ﺑﲔ أﻓﻜﺎر ﻣﺴﺘﻤﺪة ﻣﻦ اﻟﻘﻮﻣﻴﺔ اﻟﻌﺮﺑﻴﺔ واﻻﺷ|اﻛﻴﺔ وا‬،‫ﻣﺘﺠﺎﻧﺲ‬ ‫ ”اﳊﻞ ﳌﺸﻜﻠﺔ‬:‫ﺧﻀﺮ واﻟﺬي ﺟﺎء ﺑﻌﻨﻮان‬:‫ول ﻣﻦ اﻟﻜﺘﺎب ا‬:‫ﻓﻔﻲ اﳉﺰء ا‬ ‫ إذ أﻧﻪ‬،‫اﻟﺪﳝﻮﻗﺮاﻃﻴﺔ“ ﺗﺄﻛﻴﺪ ﻋﻠﻰ ﻣﻔﻬﻮم اﻟﺪﳝﻮﻗﺮاﻃﻴﺔ اﻟﺸﻌﺒﻴﺔ اﳌﺒﺎﺷﺮة‬ O‫ﻳﺮى أن اﳌﻤﺎرﺳﺔ اﻟﺪﳝﻮﻗﺮاﻃﻴﺔ اﻟﺼﺤﻴﺤﺔ ﻫﻲ ﺗﻠﻚ اﻟﺘﻲ ﺗﻘﻮم ﺑﻬﺎ اﳉﻤﺎﻫ‬ .‫ﻣﺒﺎﺷﺮة وﻟﻴﺲ ﻋﻦ ﻃﺮﻳﻖ ﳑﺜﻠﲔ ﻟﻬﻢ‬ ‫ وإﳕﺎ ﻫﻮ ﻗﺎﺋﺪ‬،‫وﻣﻦ اﻟﻄﺮﻳﻒ أن اﻟﻘﺬا& ﻛﺎن داﺋﻤ ﻣﺎ ﻳﺰﻋﻢ أﻧﻪ ﻟﻴﺲ رﺋﻴﺴ ﻟﻠﺪوﻟﺔ‬ ‫ زﻋﻢ أن اﳊﻜﻮﻣﺔ‬2006 ‫ﺳﺎﺗﺬة واﳌﻔﻜﺮﻳﻦ ﻋﺎم‬:‫ و& أﺣﺪ ﻟﻘﺎءاﺗﻪ ﺑﺎ‬.‫ﻟﻠﺜﻮرة‬ ‫ ﺑﻞ إن ﻟﻴﺒﻴﺎ _ ﻣﻦ وﺟﻬﺔ‬،‫اﻟﻠﻴﺒﻴﺔ أﻛ~ ﺣﺮﻳﺔ ودﳝﻮﻗﺮاﻃﻴﺔ ﻣﻦ اﳊﻜﻮﻣﺎت اﻟﻐﺮﺑﻴﺔ‬ .‫ﻧﻈﺮه _ ﻫﻲ اﻟﺪوﻟﺔ اﻟﺪﳝﻮﻗﺮاﻃﻴﺔ اﻟﻮﺣﻴﺪة ﻋﻠﻰ ﺳﻄﺢ اﳌﻌﻤﻮرة‬ The most important lesson that Africa must draw from the Tunisian and Egyptian revolutions is that public protesting is possible and almost inevitable in the African areas that suffer from high unemployment rates, corruption, absence of genuine political participation, rising prices, and other negative conditions. Governments in particular must also recognize the need to accommodate new non-traditional political forces represented by younger generations who have grown up in the era of the Internet and cyberspace. Violent Transformation: The Libyan Model Libya found itself caught between both the Jasmine and the Lotus revolutions, the ﬁrst overthrowing President Zine El Abidine Ben Ali and the second forcing the Egyptian President Hosni Mubarak to step down into exile at the resort of Sharm el-Sheikh on the Red Sea coast. North Africa was bound to be affected by those events, and, as one might have anticipated, Libyan youth took to the streets in what was dubbed the “Day of Rage” as they called for an end to the regime of Col. Muammar Gaddaﬁ. However, Gaddaﬁ’s regime responded to peaceful protests with an iron ﬁst, necessitating an international intervention initiated by Arabs to protect civilians in Libya. The uprising soon turned into an armed conﬂict between Gaddaﬁ and rebels. Gaddaﬁ, who assumed power through a military coup (the Great Revolution of 1 September 1969), is the oldest African and Arab ruler and has bestowed upon himself many honorary titles such as “Leader of the Revolution,” “Dean of the Arab Rulers,” “King of Kings of Africa,” and so on. Over the last four decades, Gaddaﬁ became known for his controversial and eccentric character. In 1975, he issued his “Green Book” inspired by Mao Tse-Tung’s Red Book, a collection of political thoughts, social and economic theories, and a mélange of non-sequiturs, socialism, Islamism, and pseudo-intellectualism. In its ﬁrst part, “The Solution to the Problem of Democracy, ”Gaddaﬁ sums up the concept of direct popular democracy and expounds on correct practice of democracy to be exercised by popular masses rather than by their representatives. Gaddaﬁ has always alleged that he was not head of state but rather the leader of the revolution. In one of his meetings with professors and intellectuals in 2006, he claimed that the Libyan government enjoys more freedom than Western democracies and is the only democracy on the planet. 20 ‫ﻫﻞ ﺗﺘﻌﻠﻢ أﻓﺮﻳﻘﻴﺎ‬ ‫ﻣﻦ اﻟﺪرﺳﻴﻦ اﻟﻤﺼﺮي‬ ‫واﻟﺘﻮﻧﺴﻲ وﻻ ﻳﺘﻢ ﺗﺰوﻳﺮ‬ ‫إرادة اﻟﻨﺎﺧﺒﻴﻦ ﻣﻦ ﺧﻼل‬ ‫اﻟﻌﺒﺚ ﻓﻲ ﺻﻨﺎدﻳﻖ‬ ‫اﻻﻧﺘﺨﺎﺑﺎت؟‬ ‫وﻟﻌﻞ اﻟﺴﺆال اﳌﻄﺮوح & ﻇﻞ ﺗﺒﺎﻳﻦ اﳌﻮاﻗﻒ اﻟﺪوﻟﻴﺔ ﻣﻦ اﻟﺼﺮاع اﻟﻠﻴﺒﻲ ﻳﺘﻌﻠﻖ‬ ‫ ﻓﻬﻞ ﺗﺘﺠﻪ اﳉﻬﻮد اﻟﺮاﻫﻨﺔ & ﻣﺴﺮح اﻟﻌﻤﻠﻴﺎت‬،‫ﺑﺎﳌﺂﻻت وآﻓﺎق اﳌﺴﺘﻘﺒﻞ‬ ‫ ﺗﻜﺮﻳﺲ اﻟﺘﻘﺴﻴﻢ اﳉﻐﺮا& وﺗﻬﺪﻳﺪ وﺣﺪة ﻟﻴﺒﻴﺎ ﻟﻠﺨﻄﺮ؟ أم ﻳﺘﻢ‬c‫اﻟﻌﺴﻜﺮﻳﺔ إ‬ Will Africans protect the ballot boxes? Will they be able to follow the examples of Egypt and Tunisia? ‫إن ﺗﻨﺎﻣﻲ اﻟﻐﻀﺐ اﻟﺸﻌﺒﻲ ﻓﻲ ﻣﻌﻈﻢ‬ ‫اﻟﺪول ا‪R‬ﻓﺮﻳﻘﻴﺔ ﻳﺤﺘﻢ ﺿﺮورة ﺗﻐﻴﻴﺮ‬ ‫اﻟﺴﻴﺎﺳﺎت اﻟﻤﺘﺒﻌﺔ‬ ‫‪The growing popular anger in‬‬ ‫‪most African countries calls‬‬ ‫‪for a need to change‬‬ ‫‪affiliations rather than corruption of power and tyranny. Kenya, Nigeria‬‬ ‫‪and Zimbabwe are shining examples of that attitude.‬‬ ‫‪Despite the obstacles to peaceful transitions, the growing popular‬‬ ‫‪anger in most African countries calls for a need to change. The‬‬ ‫‪burgeoning population of young people in the African demographic‬‬ ‫‪puts additional pressure on existing governments. Some ruling elites‬‬ ‫‪still justify their position through a connection with the struggle‬‬ ‫‪against colonialism for national independence, but young people‬‬ ‫‪do not harbor memories of that struggle and are not interested in‬‬ ‫‪it. Ascending African youths are seeking instead to improve their‬‬ ‫‪living standards and achieve more freedom and democracy in their‬‬ ‫‪countries. Across Africa this year a large number of presidential and‬‬ ‫‪parliamentary elections will present chances to advance the cause of‬‬ ‫‪freedom and democracy. Will Africans protect the ballot boxes? Will‬‬ ‫?‪they be able to follow the examples of Egypt and Tunisia‬‬ ‫‪Obstacles remain and uncertainty persists, but one thing is certain:‬‬ ‫‪The winds of change are blowing across Africa.‬‬ ‫‪22‬‬ ‫‪Even if elections were in some cases to lead to violence and conﬂict,‬‬ ‫‪they nonetheless represent an important path to the end of wars and‬‬ ‫‪civil conﬂicts in Africa. In this transitional time people must express‬‬ ‫‪their choices through ballot boxes, not bullets. Even then, however,‬‬ ‫‪elections may fail to end conﬂict and internal violence in certain‬‬ ‫‪African countries. For example, elections in Angola in 1992 led to‬‬ ‫‪violence that continued over ten years. On the other hand, the general‬‬ ‫‪election in Sudan in April 2010, proceeding within the framework of‬‬ ‫‪the Comprehensive Peace Agreement of 2005 and constituting the‬‬ ‫‪ﬁrst multi-party election since 1986, ended the civil war in southern‬‬ ‫‪Sudan. There is a general belief that the conﬂict-ending result of the‬‬ ‫‪election, in spite of accusations of fraud and the use of state resources‬‬ ‫‪in favor of the ruling party in both the north and south, will persist.‬‬ ‫‪Peaceful Transition and Impediments‬‬ ‫‪Peaceful transition in many African countries must contend with‬‬ ‫‪obstacles such as the weakness of opposition parties in Nigeria or the‬‬ ‫‪international support granted to authoritarian regimes in Africa. China,‬‬ ‫‪for example, has supported rogue states such as Western Zimbabwe.‬‬ ‫‪The China Development Bank announced a plan to invest around ten‬‬ ‫‪billion dollars in agriculture and mining in Western Zimbabwe, which‬‬ ‫‪is in effect direct support to the regime of President Mugabe. On the‬‬ ‫‪other hand, the United States and other Western countries supported‬‬ ‫‪the non-democratic regimes of Ben Ali in Tunisia and Col. Gaddaﬁ in‬‬ ‫‪Libya, for multiple reasons, all in their own interests.‬‬ ‫‪Ruling elites in many African countries were able to neutralize the role‬‬ ‫‪of military institutions. Accordingly, the army has become an obstacle to‬‬ ‫‪change, as is the case in Zimbabwe. Another constraint for the transition‬‬ ‫‪to democracy in Africa is pluralism and racial and ethnic divisions.‬‬ ‫‪Differing from Egypt and Tunisia, most African countries suffer from‬‬ ‫‪a lack of social cohesion. A danger lies in the political exploitation of‬‬ ‫‪tribalism in Africa by dictators relying on tribal alliances, drumming up‬‬ ‫‪tribal support, or even sowing divisions to ensure that they continue in‬‬ ‫‪power as long as possible. Many Africans blame their problems on tribal‬‬ ‫و& ﻣﻘﺎﺑﻞ اﻻﲡﺎه اﻟﺴﻠﻤﻲ ﻗﺪ ﺗﺪﻓﻊ اﻻﻧﺘﺨﺎﺑﺎت اﻟﺘﻨﺎﻓﺴﻴﺔ إ‪ c‬زﻳﺎدة ﺎﻃﺮ اﻟﻌﻨﻒ‬ ‫ﻣﻨﺤﻰ ﻋﻨﻴﻔ ﻣﺪﻣﺮ‪ j‬ﻣﻦ ﺧﻼل‬ ‫اﳌﺼﺎﺣﺒﺔ ﻟﻪ‪ .‬وﳝﻜﻦ ﻟﻠﻌﻤﻠﻴﺔ اﻻﻧﺘﺨﺎﺑﻴﺔ أن ﺗﺄﺧﺬ‬ ‫ً‬ ‫ﻣﺴﻠﻜﲔ أﺳﺎﺳﻴﲔ أوﻟﻬﻤﺎ ‪ :‬وﺟﻮد ﺣﺎﻟﺔ ﻣﻦ اﻻﺣﺘﻘﺎن اﻟﺴﻴﺎﺳﻲ اﻟﺸﺪﻳﺪ ﻧﺘﻴﺠﺔ‬ ‫ﺗﻘﺎرب ﺷﻌﺒﻴﺔ اﻟﻘﻮى اﻟﺴﻴﺎﺳﻴﺔ اﻟﺮﺋﻴﺴﻴﺔ‪ .‬وﻻ ﺷﻚ أن ﻫﺬا اﻟﺘﻮﺗﺮ ﻳﻨﻌﻜﺲ ﺳﻠﺒ‬ ‫ﻋﻠﻰ ﺘﻠﻒ ﻣﺮاﺣﻞ اﻟﻌﻤﻠﻴﺔ اﻻﻧﺘﺨﺎﺑﻴﺔ‪ ،‬ﲟﺎ & ذﻟﻚ ﻋﻤﻠﻴﺎت اﻟﺘﺴﺠﻴﻞ & اﻟﻘﻮاﺋﻢ‬ ‫اﻻﻧﺘﺨﺎﺑﻴﺔ واﻟ|ﺷﻴﺢ واﳊﻤﻼت اﻻﻧﺘﺨﺎﺑﻴﺔ واﻟﺘﺼﻮﻳﺖ وإﻋﻼن اﻟﻨﺘﺎﺋﺞ‪ .‬وﻋﻠﻰ ﺳﺒﻴﻞ‬ ‫اﳌﺜﺎل ﻓﻘﺪ اﻧﺪﻟﻌﺖ أﻋﻤﺎل اﻟﻌﻨﻒ & ﻛﻴﻨﻴﺎ ﻋﺎم ‪ & 2007‬أﻋﻘﺎب ﺗﻨﺼﻴﺐ اﻟﺮﺋﻴﺲ‬ ‫ﻣﻮاي ﻛﺒﺎﻛﻲ ﺑﻌﺪ ﺳﺎﻋﺎت ﻗﻠﻴﻠﺔ ﻣﻦ إﻋﻼﻧﻪ ﻓﺎﺋﺰ‪ & j‬اﻻﻧﺘﺨﺎﺑﺎت اﻟﺮﺋﺎﺳﻴﺔ‪ .‬وﻗﺪ ﺧﻠﻔﺖ‬ ‫أﻋﻤﺎل اﻟﻌﻨﻒ ﺗﻠﻚ ﻧﺤﻮ ‪ 1500‬ﻗﺘﻴﻞ و ‪ 300،000‬ﺷﺨﺺ ﺷﺮدوا ﻣﻦ دﻳﺎرﻫﻢ‪.‬‬ ‫ﻳﺮى اﻟﻨﺎﻇﺮ واﳌﺘﺄﻣﻞ ﻟﻠﺤﺎﻟﺔ ا‪:‬ﻓﺮﻳﻘﻴﺔ وﺟﻮد ﺑﻌﺾ اﳌﻌﻮﻗﺎت اﻟﺘﻲ ﺗﻘﻒ & ﻃﺮﻳﻖ‬ ‫اﻟﺘﺤﻮل اﻟﺴﻠﻤﻲ & ﻛﺜ‪ O‬ﻣﻦ اﻟﺪول ا‪:‬ﻓﺮﻳﻘﻴﺔ وﻣﻦ ذﻟﻚ‪ :‬أو ًﻻ ﻃﺒﻴﻌﺔ اﻟﻨﺨﺐ‬ ‫اﻟﺴﻴﺎﺳﻴﺔ اﻟﺒﺪﻳﻠﺔ ﺣﻴﺚ ﺗﻌﺎ‪ a‬ا‪:‬ﺣﺰاب اﳌﻌﺎرﺿﺔ ﻣﻦ اﻟﻀﻌﻒ واﻟﻬﺰال أو ﺗﻜﺎد‬ ‫ﺗﻜﻮن اﺳﺘﻨﺴﺎﺧ ﳑﻘﻮﺗ ﻟ‪¤‬ﺣﺰاب اﳊﺎﻛﻤﺔ‪ .‬وﳝﻜﻦ أن ﻧﺸ‪ O‬ﻫﻨﺎ إ‪ c‬اﳋة‬ ‫اﻟﻨﻴﺠ‪O‬ﻳﺔ‪ .‬أﻣﺎ اﳌﻌﻮق اﻟﺜﺎ‪ ،a‬ﻓﺈﻧﻪ ﻳﺸ‪ O‬إ‪ c‬اﻟﺪﻋﻢ اﻟﺪو ﻟﻠﻨﻈﻢ اﳌﺴﺘﺒﺪة &‬ ‫أﻓﺮﻳﻘﻴﺎ‪ .‬ﻓﺎﻟﺼﲔ ﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل ﺗﺪﻋﻢ اﻟﺪول اﻟﻌﺎﺻﻴﺔ ﻏﺮﺑﻴ ﻣﺜﻞ زﻣﺒﺎﺑﻮي‪.‬‬ ‫ﻓﻘﺪ أﻋﻠﻦ ﺑﻨﻚ اﻟﺘﻨﻤﻴﺔ اﻟﺼﻴﻨﻴﺔ ﻋﻦ ﺧﻄﺔ ﻟﻼﺳﺘﺜﻤﺎر & ﻗﻄﺎع اﻟﺰراﻋﺔ واﻟﺘﻌﺪﻳﻦ‬ ‫& زﻣﺒﺎﺑﻮي ﲟﺒﻠﻎ )‪ (10‬ﻣﻠﻴﺎر دوﻻر‪ ،‬وﻫﻮ ﻣﺎ ﻳﻌﻨﻲ دﻋﻤ ﻣﺒﺎﺷﺮ‪ j‬ﻟﻨﻈﺎم اﻟﺮﺋﻴﺲ‬ ‫ﻣﻮﺟﺎﺑﻲ‪ .‬وﻣﻦ ﺟﻬﺔ أﺧﺮى‪ ،‬ﻓﺈن اﻟﻮﻻﻳﺎت اﳌﺘﺤﺪة واﻟﺪول اﻟﻐﺮﺑﻴﺔ ﺳﺎﻧﺪت ﻧﻈﻤﺎ‬ ‫ﻏ‪ O‬دﳝﻮﻗﺮاﻃﻴﺔ & أﻓﺮﻳﻘﻴﺎ ﻣﺜﻞ ﻧﻈﺎم ﺑﻦ ﻋﻠﻲ & ﺗﻮﻧﺲ واﻟﻌﻘﻴﺪ اﻟﻘﺬا& &‬ ‫ﻟﻴﺒﻴﺎ‪ ،‬وذﻟﻚ ‪:‬ﺳﺒﺎب ﻣﻨﻮﻋﺔ ﺗﺼﺐ ﺟﻤﻴﻌﻬﺎ & ﻣﺼﻠﺤﺔ ﻫﺬه اﻟﻘﻮى اﻟﺪوﻟﻴﺔ‪.‬‬ ‫إن ﻛﺜ‪O‬ا ﻣﻦ ا‪:‬ﻓﺎرﻗﺔ ﻳﻠﻘﻮن ﺑﺎﻟﻼﺋﻤﺔ ﻋﻠﻰ اﻧﺘﻤﺎءاﺗﻬﻢ اﻟﻘﺒﻠﻴﺔ ﺑﺪﻻ ﻣﻦ اﻟﻘﻮل ﺑﻔﺴﺎد‬ ‫اﻟﺴﻠﻄﺔ واﺳﺘﺒﺪاد اﳊﺎﻛﻢ ‪ .‬وﺗﻄﺮح ﻛﻞ ﻣﻦ ﻛﻴﻨﻴﺎ وﻧﻴﺠ‪O‬ﻳﺎ وزﳝﺒﺎﺑﻮي أﻣﺜﻠﺔ‬ ‫واﺿﺤﺔ ﻋﻠﻰ ﻣﺎ ﻧﻘﻮل‪ .‬ﻳﻌﻨﻲ ذﻟﻚ أن اﳌﺘﻐ‪ O‬اﻟﻘﺒﻠﻲ وا‪7‬ﺛﻨﻲ ﻳﻔﻮق & ﺗﺄﺛ‪O‬ه‬ ‫ﻣﺘﻐ‪ O‬ا‪:‬داء اﻟﺴﻴﺎﺳﻲ ﻟﻠﻨﺨﺒﺔ اﳊﺎﻛﻤﺔ‪.‬‬ ‫أﻣﺎ اﳌﺴﻠﻚ اﻟﺜﺎ‪ a‬ﻓﻬﻮ ﻳﺮﺗﺒﻂ ﺑﻮﺟﻮد ﺷﺨﺺ ﻀﺮم & اﻟﺴﻠﻄﺔ ﻳﻮاﺟﻪ ﻣﻌﺎرﺿﺔ‬ ‫ﻗﻮﻳﺔ‪ ،‬وﻫﻮ ا‪:‬ﻣﺮ اﻟﺬي ﻳﺪﻓﻌﻪ ﻟﺘﺒﻨﻲ ﺗﻜﺘﻴﻜﺎت ﻗﻤﻌﻴﺔ وﺗﺮﻫﻴﺒﻴﺔ ﺑﻬﺪف اﻻﺳﺘﻤﺮار‬ ‫& اﻟﺴﻠﻄﺔ ‪ .‬وﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل ﻓﺈﻧﻪ & أﻋﻘﺎب ﺧﺴﺎرﺗﻪ & اﳉﻮﻟﺔ ا‪:‬و‪c‬‬ ‫& اﻻﻧﺘﺨﺎﺑﺎت اﻟﺮﺋﺎﺳﻴﺔ ﻋﺎم ‪ ،2008‬واﻻﺿﻄﺮار ﻟﺪﺧﻮل ﺟﻮﻟﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﺗﻮ‪ c‬اﻟﺮﺋﻴﺲ‬ ‫روﺑﺮت ﻣﻮﺟﺎﺑﻲ ﺑﻨﻔﺴﻪ ﺣﻤﻠﺔ ﻣﻦ أﻋﻤﺎل اﻟﻌﻨﻒ واﻟﻘﻤﻊ ﺑﻬﺪف ﺗﺮﻫﻴﺐ ﻣﺆﻳﺪي‬ ‫ﻣﺮﺷﺢ اﳌﻌﺎرﺿﺔ ﻣﻮرﺟﺎن ﺗﺸﻨﺠﺮاي‪ ،‬ا‪:‬ﻣﺮ اﻟﺬي ﺿﻤﻦ ﳌﻮﺟﺎﺑﻲ اﻟﻔﻮز ﺑﺎﳉﻮﻟﺔ‬ ‫اﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫و ﳝﻜﻦ اﻟﻨﻈﺮ ﻛﺬﻟﻚ إ‪ c‬اﻻﻧﺘﺨﺎﺑﺎت اﻟﻌﺎﻣﺔ & اﻟﺴﻮدان اﻟﺘﻲ ﺟﺮت & اﺑﺮﻳﻞ ﻋﺎم ‪2010‬‬ ‫ﺑﺎﻋﺘﺒﺎرﻫﺎ أول اﻧﺘﺨﺎﺑﺎت ﺗﻌﺪدﻳﺔ ﺗﺸﻬﺪﻫﺎ اﻟﺒﻼد ﻣﻨﺬ ﻋﺎم ‪ .1986‬ﺑﻴﺪ أن اﻟﻨﻘﻄﺔ‬ ‫اﳌﻌﻮﻗﺎت وآﻓﺎق اﻟﺘﺤﻮل اﻟﺴﻠﻤﻲ‬ ‫وﻣﻦ ﺟﻬﺔ ﺛﺎﻟﺜﺔ اﺳﺘﻄﺎﻋﺖ اﻟﻨﺨﺐ اﳊﺎﻛﻤﺔ & ﻛﺜ‪ O‬ﻣﻦ اﻟﺪول‬ ‫ا‪:‬ﻓﺮﻳﻘﻴﺔ ﲢﻴﻴﺪ دور اﳌﺆﺳﺴﺔ اﻟﻌﺴﻜﺮﻳﺔ‪ .‬وﻋﻠﻴﻪ أﺻﺒﺢ‬ ‫اﳉﻴﺶ ﻋﻘﺒﺔ أﻣﺎم اﻟﺘﻐﻴ‪ O‬ﻛﻤﺎ ﻫﻮ اﳊﺎل ﻣﺜ ًﻼ & زﻣﺒﺎﺑﻮي‪.‬‬ ‫ورﲟﺎ ﻳﻜﻮن ﻗﺪ ﰎ ﺷﺮاء واﺳﺘﻴﻌﺎب اﻟﻨﺨﺒﺔ اﻟﻌﺴﻜﺮﻳﺔ ﻣﻦ‬ ‫ﺧﻼل ﻣﻨﺤﻬﺎ اﳊﻮاﻓﺰ اﻟﻜﺎﻓﻴﺔ ﻟﻀﻤﺎن ﺑﻘﺎﺋﻬﺎ ﻋﻠﻰ اﳊﻴﺎد‪.‬‬ ‫وﻳﺘﻤﺜﻞ اﳌﻌﻮق اﻟﺮاﺑﻊ ﻟﻠﺘﺤﻮل اﻟﺪﳝﻮﻗﺮاﻃﻲ & أﻓﺮﻳﻘﻴﺎ &‬ ‫اﻟﺘﻌﺪدﻳﺔ واﻻﻧﻘﺴﺎم اﻟﻌﺮﻗﻲ وا‪7‬ﺛﻨﻲ‪ .‬ﻓﻌﻠﻰ ﺧﻼف اﳊﺎﻟﺘﲔ‬ ‫اﳌﺼﺮﻳﺔ واﻟﺘﻮﻧﺴﻴﺔ ﺗﻌﺎ‪ a‬ﻣﻌﻈﻢ اﻟﺪول ا‪:‬ﻓﺮﻳﻘﻴﺔ ﻣﻦ ﻋﺪم‬ ‫اﻟﺘﺠﺎﻧﺲ اﻻﺟﺘﻤﺎﻋﻲ‪ .‬وﻟﻌﻞ ﻣﻜﻤﻦ اﳋﻄﻮرة ﻫﻨﺎ ﻫﻮ اﻟﺘﻮﻇﻴﻒ‬ ‫اﻟﺴﻴﺎﺳﻲ ﻟﻠﻘﺒﻠﻴﺔ & أﻓﺮﻳﻘﻴﺎ ﻣﻦ ﺟﺎﻧﺐ اﳊﻜﺎم اﻟﻄﻐﺎة‪ ،‬إذ ﻳﻌﺘﻤﺪ‬ ‫ﻫﺆﻻء ﻋﻠﻰ إﻗﺎﻣﺔ ﲢﺎﻟﻔﺎت ﻗﺒﻠﻴﺔ أو ﺣﺸﺪ اﻟﺘﺄﻳﻴﺪ اﻟﻘﺒﻠﻲ ﻟﻬﻢ أو ﺣﺘﻰ‬ ‫إﺛﺎرة اﻟﻔﺮﻗﺔ ﺑﲔ اﳉﻤﺎﻋﺎت اﻟﻘﺒﻠﻴﺔ اﻟﺮﺋﻴﺴﻴﺔ ﻟﻀﻤﺎن اﺳﺘﻤﺮارﻫﻢ‬ ‫& اﻟﺴﻠﻄﺔ أﻃﻮل ﻓ|ة ﳑﻜﻨﺔ‪.‬‬ ‫وﲡﺪر ا‪7‬ﺷﺎرة & ﻫﺬا اﻟﺴﻴﺎق إ‪ c‬وﺟﻮد ﳕﺎذج دﳝﻘﺮاﻃﻴﺔ ﻣﺴﺘﻘﺮة وﻧﺎﺟﺤﺔ &‬ ‫اﻟﻮاﻗﻊ ا‪:‬ﻓﺮﻳﻘﻲ‪ .‬ﻓﻘﺪ ﺷﻬﺪت دول ﻋﺪة ﻣﺜﻞ ﺑﻮﺗﺴﻮاﻧﺎ وﺟﻨﻮب أﻓﺮﻳﻘﻴﺎ اﻧﺘﺨﺎﺑﺎت‬ ‫ﺗﻨﺎﻓﺴﻴﺔ ﺑﺸﻜﻞ دوري وﺳﻠﻤﻲ‪ ،‬وذﻟﻚ دون ﻣﺴﺎﻋﺪة ﻣﻦ اﺠﻤﻟﺘﻤﻊ اﻟﺪو‪ .‬ورﲟﺎ‬ ‫ﺗﺸﻜﻞ ﻏﺎﻧﺎ ﻗﻮة دﳝﻘﺮاﻃﻴﺔ ﺻﺎﻋﺪة & ﻏﺮب أﻓﺮﻳﻘﻴﺎ‪ .‬ﻓﻘﺪ ﲤﻜﻨﺖ ﻏﺎﻧﺎ ﻣﻦ‬ ‫ﲤﻮﻳﻞ اﻧﺘﺨﺎﺑﺎﺗﻬﺎ اﻟﻌﺎﻣﺔ‪ .‬و& ﻋﺎم ‪ ،2008‬ﻛﻤﺎ أﺳﻠﻔﻨﺎ‪ ،‬ﺷﻬﺪت اﻟﺒﻼد اﻟﺘﺪاول‬ ‫اﻟﺴﻠﻤﻲ اﻟﺜﺎ‪ a‬ﻟﻠﺴﻠﻄﺔ ﺑﲔ ا‪:‬ﺣﺰاب اﻟﺴﻴﺎﺳﻴﺔ‪.‬‬ ‫و إذا ﻛﺎﻧﺖ اﻻﻧﺘﺨﺎﺑﺎت & ﺑﻌﺾ اﳊﺎﻻت ﺗﻔﻀﻲ إ‪ c‬اﻟﻌﻨﻒ واﻟﺼﺮاع‪ ،‬ﻓﺈﻧﻬﺎ & ﺣﺎﻻت‬ ‫أﺧﺮى ﲤﺜﻞ ﺮﺟﺎ ﻣﻬﻤﺎ ‪7‬ﻧﻬﺎء اﳊﺮوب واﻟﺼﺮاﻋﺎت ا‪:‬ﻫﻠﻴﺔ & إﻓﺮﻳﻘﻴﺎ‪ .‬ﻓﺈن‬ ‫اﳌﺒﺪأ اﻟﺬي ﺗﻘﻮم ﻋﻠﻴﻪ ﻫﺬه اﻻﻧﺘﺨﺎﺑﺎت & اﳌﺮﺣﻠﺔ اﻻﻧﺘﻘﺎﻟﻴﺔ ﻳﺘﻤﺜﻞ & اﺧﺘﻴﺎر‬ ‫اﳌﻮاﻃﻨﲔ ﳌﻤﺜﻠﻴﻬﻢ ﻋﻦ ﻃﺮﻳﻖ ﺻﻨﺎدﻳﻖ اﻻﻧﺘﺨﺎﺑﺎت‪ ،‬وﻟﻴﺲ ﻋﻦ ﻃﺮﻳﻖ اﳊﺮب‬ ‫واﻟﻘﺘﺎل )‪ .(ballots over bullets‬ورﲟﺎ ﺗﺨﻔﻖ اﻻﻧﺘﺨﺎﺑﺎت & إﻧﻬﺎء اﻟﺼﺮاع‬ ‫واﻻﻗﺘﺘﺎل اﻟﺪاﺧﻠﻲ اﻟﺬي ﺗﺸﻬﺪه اﻟﺪول ا‪7‬ﻓﺮﻳﻘﻴﺔ‪ .‬وﻟﻌﻞ اﳌﺜﺎل ا‪:‬ﺑﺮز & ذﻟﻚ‬ ‫اﻟﺴﻴﺎق ﺣﺎﻟﺔ أﳒﻮﻻ ﻋﺎم ‪ 1992‬ﺣﻴﻨﻤﺎ أدت اﻻﻧﺘﺨﺎﺑﺎت إ‪ c‬اﺳﺘﻤﺮار اﻟﻌﻨﻒ ﳌﺪة‬ ‫ﻋﺸﺮ ﺳﻨﻮات أﺧﺮى‪ ،‬وﻫﻮ ﻣﺎ دﻓﻊ ﺑﺒﻌﺾ اﶈﻠﻠﲔ إ‪ c‬اﻟﻘﻮل ﺑﺄن اﻻﻧﺘﺨﺎﺑﺎت ﻟﻴﺴﺖ‬ ‫ﻫﻲ اﻟﻮﺳﻴﻠﺔ اﳌﺜﻠﻰ ‪7‬ﻧﻬﺎء اﻟﺼﺮاﻋﺎت ا‪:‬ﻓﺮﻳﻘﻴﺔ‪.‬‬ ‫اﻟﻬﺎﻣﺔ اﻟﺘﻲ ﻳﻨﺒﻐﻲ اﻟﺘﺄﻛﻴﺪ ﻋﻠﻴﻬﺎ ﻫﻨﺎ ﻫﻲ أﻧﻬﺎ ﺟﺎءت & إﻃﺎر اﺗﻔﺎق اﻟﺴﻼم‬ ‫اﻟﺸﺎﻣﻞ ﻟﻌﺎم ‪ ،2005‬واﻟﺬي أﻧﻬﻰ اﳊﺮب ا‪:‬ﻫﻠﻴﺔ & ﺟﻨﻮب اﻟﺴﻮدان‪ .‬وﻳﺴﻮد‬ ‫اﻋﺘﻘﺎد ﻋﺎم ﺑﺄﻧﻪ ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ اﻻﺗﻬﺎﻣﺎت ﺑﺎﻟﺘﺰوﻳﺮ واﺳﺘﺨﺪام ﻣﻮارد اﻟﺪوﻟﺔ‬ ‫ﻟﺼﺎﻟﺢ اﳊﺰب اﳊﺎﻛﻢ & ﻛﻞ ﻣﻦ اﻟﺸﻤﺎل واﳉﻨﻮب‪ ،‬ﻓﺈن اﻻﻧﺘﺨﺎﺑﺎت اﻟﺴﻮداﻧﻴﺔ‬ ‫ﻣﺜﻠﺖ ﺧﻄﻮة ﻫﺎﻣﺔ & ﺳﺒﻴﻞ إﻧﻬﺎء اﳊﺮب واﻟﺼﺮاع & اﻟﺴﻮدان‪.‬‬ ‫اﻟﺪﻛﺘﻮر ﺣﻤﺪي ﻋﺒﺪاﻟﺮﺣﻤﻦ ﺣﺴﻦ‬ ‫أﺳﺘﺎذ اﻟﻌﻠﻮم اﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫‪Dr. Hamdy Abdel Rahman Hassan‬‬ ‫‪Professor of Political Science, Zayed University‬‬ ‫وﻋﻠﻰ أﻳﺔ ﺣﺎل ﻓﺈن ﺗﻨﺎﻣﻲ اﻟﻐﻀﺐ اﻟﺸﻌﺒﻲ & ﻣﻌﻈﻢ اﻟﺪول ا‪:‬ﻓﺮﻳﻘﻴﺔ ﻳﺤﺘﻢ‬ ‫ﺿﺮورة ﺗﻐﻴ‪ O‬اﻟﺴﻴﺎﺳﺎت اﳌﺘﺒﻌﺔ‪ .‬ﻛﻤﺎ أن ﺗﻐﻴ‪ O‬اﳋﺮﻳﻄﺔ اﻟﺪﳝﻮﻏﺮاﻓﻴﺔ &‬ ‫أﻓﺮﻳﻘﻴﺎ ﻟﺼﺎﻟﺢ اﻟﻌﻨﺎﺻﺮ ﺻﻐ‪O‬ة اﻟﺴﻦ و ا‪:‬ﻛ~ ﺷﺒﺎﺑﺎ ﻳﺪﻓﻊ إ‪ c‬ﺗﻘﻮﻳﺾ دﻋﺎﺋﻢ‬ ‫و أرﻛﺎن اﳊﻜﻮﻣﺎت اﻟﻘﺎﺋﻤﺔ‪ .‬إن ﻫﺬه اﻟﻔﺌﺎت اﳉﺪﻳﺪة ﻻ ﲢﺘﻔﻆ &‬ ‫ذاﻛﺮﺗﻬﺎ ﺑ|اث اﻟﻨﻀﺎل ﻣﻦ أﺟﻞ اﻻﺳﺘﻌﻤﺎر و ﺗﺪﻋﻴﻢ اﻻﺳﺘﻘﻼل‬ ‫اﻟﻮﻃﻨﻲ اﻟﺬي اﺳﺘﺨﺪﻣﺘﻪ ﻛﺜ‪ O‬ﻣﻦ اﻟﻨﺨﺐ اﳊﺎﻛﻤﺔ ﻣرا‬ ‫ﺷﺮﻋﻴﺎ ﻟﻮﺟﻮدﻫﺎ & اﻟﺴﻠﻄﺔ‪ ،‬و ﻋﻮﺿﺎ ﻋﻦ ذﻟﻚ ﻓﻬﻲ‬ ‫ﺗﺴﻌﻰ ﻟﺘﺤﺴﲔ ﻣﺴﺘﻮﻳﺎت ﻣﻌﻴﺸﺘﻬﺎ و ﲢﻘﻴﻖ ﻣﺰﻳﺪ‬ ‫ﻣﻦ اﳊﺮﻳﺔ و اﻟﺪﳝﻘﺮاﻃﻴﺔ & ﺑﻠﺪاﻧﻬﺎ‪ .‬و ﻟﻌﻞ اﻟﺘﺤﺪي‬ ‫ا‪:‬ﻛ اﻟﺬي ﻳﻮاﺟﻪ أﻓﺮﻳﻘﻴﺎ ﻫﺬا اﻟﻌﺎم ﻫﻮ أﻧﻬﺎ ﺳﻮف ﺗﺸﻬﺪ‬ ‫ﻋﺪدا ﻛﺒ‪O‬ا ﻣﻦ اﻻﻧﺘﺨﺎﺑﺎت اﻟﺮﺋﺎﺳﻴﺔ واﻟﳌﺎﻧﻴﺔ‪ .‬ﻓﻬﻞ ﺗﺘﻌﻠﻢ‬ ‫أﻓﺮﻳﻘﻴﺎ ﻣﻦ اﻟﺪرﺳﲔ اﳌﺼﺮي واﻟﺘﻮﻧﺴﻲ وﻻ ﻳﺘﻢ ﺗﺰوﻳﺮ إرادة‬ ‫اﻟﻨﺎﺧﺒﲔ ﻣﻦ ﺧﻼل اﻟﻌﺒﺚ & ﺻﻨﺎدﻳﻖ اﻻﻧﺘﺨﺎﺑﺎت؟‬ ‫ﻟﻘﺪ ﻫﺒﺖ رﻳﺎح اﻟﺘﻐﻴ‪ O‬ﻋﻠﻰ أﻓﺮﻳﻘﻴﺎ‪ ،‬وﻫﻲ ﻣﺎﺿﻴﺔ & ﻃﺮﻳﻘﻬﺎ رﻏﻢ‬ ‫ﻛﻞ اﻟﻌﺮاﻗﻴﻞ‪.‬‬ ‫‪Everyone who knew Sheikh Zayed bin Sultan Al Nahyan and‬‬ ‫‪observed his leadership, from 1966 when he became ruler of the‬‬ ‫‪Emirate of Abu Dhabi to 1971 when he became president of the United‬‬ ‫‪Arab Emirates until his death in 2004, wish that this visionary leader‬‬ ‫‪and man of wise words had lived to witness the unprecedented‬‬ ‫‪political upheavals speeding today through the Arab world and making‬‬ ‫‪its future quite unpredictable.‬‬ ‫ﺑﻘﻠﻢ ﻋﺒﺪ اﻟﻐﻔﺎر ﺣﺴﲔ‬ ‫‪By Abdulgaffar Hussain‬‬ ‫‪These tumultuous times need courageous, determined leaders like‬‬ ‫‪Sheikh Zayed—an eminent unionist, a benevolent and gallant man of‬‬ ‫‪great stature, a man with a discerning eye and high commitment and‬‬ ‫‪persistence, a notable player on the global level who would not hesitate‬‬ ‫‪to tackle any dilemma however complex and delicate, endeavoring‬‬ ‫‪tirelessly at whatever cost or effort to bring peace and to alleviate the‬‬ ‫‪suffering of people. With overwhelming love and deep affection, we‬‬ ‫‪recall him, as a father and leader always present among us.‬‬ ‫‪In tribute to Sheikh Zayed, historians and researchers have chronicled‬‬ ‫‪the legacy of the “Architect” of Arab unity to gain an insight into key‬‬ ‫‪moments of his leadership.‬‬ ‫‪Sheikh Zayed grew up in the oasis of Al-Ain. In his desert travels‬‬ ‫‪beyond the oasis he developed an understanding of the relationship‬‬ ‫‪between man and the harsh environment of sands and dunes. He‬‬ ‫‪traveled to remote areas in the Empty Quarter (Rub’ al-Khali) and‬‬ ‫‪acquainted himself with the dwellers of the desert. He ﬁrmly believed‬‬ ‫‪that only a strong and wise leader would know how to deal with the‬‬ ‫‪strong, ever-hardy Bedouins. He was a giving, ardent leader whose‬‬ ‫‪remarkable greatness and grandeur attracted people to him.‬‬ ‫‪In his book Arabian Sands, Wilfred Thesiger, relating his crisscrossing‬‬ ‫‪journeys in the Empty Quarter of the Arabian Peninsula, describes his‬‬ ‫‪ﬁrst meeting with Sheikh Zayed in the Buraimi oasis in 1948(1).‬‬ ‫‪“Some thirty Arabs were sitting under a thorn-tree in front of the fort.‬‬ ‫‪Our guide pointed and said to me, ‘The Sheikh is sitting.’ We couched‬‬ ‫‪our camels about thirty yards away and walked over, carrying our‬‬ ‫‪riﬂes and camel-sticks. I greeted them and exchanged the news with‬‬ ‫‪Zayid. He was a powerfully built man of about thirty with a brown‬‬ ‫‪beard. He had strong, intelligent face, with steady, observant eyes,‬‬ ‫‪and his manner was quiet but masterful. He was dressed, very simply,‬‬ ‫‪in a beige-coloured shirt of Omani cloth, and a waistcoat which he‬‬ ‫‪wore unbuttoned. He was distinguished from his companions by his‬‬ ‫‪black head-rope, and the way in which he wore his head-cloth, falling‬‬ ‫‪about his shoulders instead of twisted round his head in the local‬‬ ‫‪manner. He wore a dagger and cartridge-belt; his riﬂe lay on the sand‬‬ ‫”‪beside him.‬‬ ‫‪I had been looking forward to meeting him, for he had a great‬‬ ‫‪reputation among the Bedu. They liked him for his easy informal ways‬‬ ‫‪and his friendliness, and they respected his force of character, his‬‬ ‫‪shrewdness, and his physical strength. They said admiringly, “Zayid is‬‬ ‫‪a Bedu. He knows about camels, can ride like one of us, can shoot, and‬‬ ‫”‪knows how to ﬁght.‬‬ ‫‪(1) Wilfred Thesiger, Arabian Sands (London: Penguin, 2007), 268-269.‬‬ ‫ﻛﻞ ﻣﻦ ﻋﺮف اﳌﻐﻔﻮر ﻟﻪ اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‪ ،‬و ﺗﺎﺑﻊ ﺳ‪O‬ﺗﻪ اﻟﻘﻴﺎدﻳﺔ‬ ‫ﻣﻨﺬ أن ﺑﺮز ﻛﺰﻋﻴﻢ ‪7‬ﻣﺎرة أﺑﻮ ﻇﺒﻲ ﻋﺎم ‪ ،1966‬ﺛﻢ ﺗﻮﻟﻴﻪ رﺋﺎﺳﺔ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ‬ ‫اﳌﺘﺤﺪة ﻳﻮم ﻗﻴﺎﻣﻬﺎ ﻋﺎم ‪ ،1971‬و ﺣﺘﻰ رﺣﻴﻠﻪ ﻋﻦ اﻟﺪﻧﻴﺎ ﻋﺎم ‪ ،2004‬ﻛﻞ ﻣﻦ ﻋﺮف ﻫﺬه‬ ‫اﻟﺸﺨﺼﻴﺔ ﻳﺘﻤﻨﻰ ﻟﻮ ﺑﻘﻴﺖ ﺳﻨﻮات أﺧﺮى و ﺗﺄﺧﺮ رﺣﻴﻠﻬﺎ‪ ،‬و ﻳﺘﻤﻨﻰ ﻟﻮ ﻛﺎن ﻫﺬا اﻟﺮﺟﻞ‬ ‫ﻣﻮﺟﻮد‪ j‬ﻋﻠﻰ اﻟﺴﺎﺣﺔ اﻟﻌﺮﺑﻴﺔ ﻫﺬه ا‪:‬ﻳﺎم‪ ،‬و اﻟﻌﺎ‪ E‬اﻟﻌﺮﺑﻲ ﺑﺮﻣﺘﻪ ﻳﺸﻬﺪ ﺣﺮاﻛ ﺳﻴﺎﺳﻴ‬ ‫ﻏ‪ O‬ﻣﺴﺒﻮق‪ ،‬ﺗﺘﻮا‪ c‬أﺣﺪاﺛﻪ ﻣﻦ ﻣﻜﺎن إ‪ c‬ﻣﻜﺎن و ﻣﻦ ﺑﻘﻌﺔ إ‪ c‬أﺧﺮى‪ ،‬و ﻟﻴﺲ أﺣﺪ ﻣﻨﺎ‬ ‫ﺑﻌﺎ‪ E‬ﻣﺎذا ﻳﺨﺒﺊ ﻟﻨﺎ اﻟﻐﺪ وﻣﺎذا ﲢﻤﻠﻪ اﻟﻠﻴﺎ‪ ،‬اﻟﺘﻲ ﻫﻲ ﺣﺒﻠﻰ ﻻ ﻳﺪري أﺣﺪ ﻣﺎذا ﺳﺘﻠﺪ‪،‬‬ ‫ﻓﺎﳌﻔﺎﺟﺂت ﻓﻮق اﳌﺘﻮﻗﻊ‪ ،‬وﻗﺪ ﻳﺘﻨﺒﺄ أﺣﺪﻧﺎ ﺑﻮﻗﻮع ﺷﻲء ﻏﺪ‪ ،j‬وﻳﺸﺎء ا ﻏ‪ O‬ذﻟﻚ و‬ ‫ﻳﺤﺪث ﻣﺎ ‪ E‬ﻳﻜﻦ & اﳊﺴﺒﺎن و & ﻫﺬا اﳉﻮ اﳌﻀﻄﺮب‪ ،‬وذي اﻟﻬﺒﻮب اﻟﻌﺎﺻﻔﺔ‪ ،‬ﺗﺄﺗﻲ‬ ‫اﳊﺎﺟﺔ ﻣﺎﺳﺔ إ‪ c‬ﻗﻴﺎدة ﺷﺠﺎﻋﺔ و ذات ﻋﺰﳝﺔ ﺻﻠﺒﺔ‪ ،‬ﻓﻴﻬﺎ اﳊﻨﻜﺔ‪ ،‬و ﻓﻴﻬﺎ ا‪:‬رﻳﺤﻴﺔ‪،‬‬ ‫و ﻓﻴﻬﺎ اﻟﺴﺨﺎء & اﻟﻌﻄﺎء دون أن ﺗﺮﺟﻮ اﳌﻘﺎﺑﻞ‪ ،‬و ﻓﻴﻬﺎ اﳌﺮوﻧﺔ‪ ،‬ﺗﻘﺪم ﻧﻔﺴﻬﺎ إ‪c‬‬ ‫اﳊﺪث & أي ﻣﻜﺎن ﻟﺘﻘﻮل ﻟﻪ إﻧﻨﺎ ﻫﺎﻫﻨﺎ ﻋﻠﻰ اﺳﺘﻌﺪاد ﻟﻠﻤﺸﺎرﻛﺔ & ﺣﻞ اﳌﻌﻀﻠﺔ‪،‬‬ ‫ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﻫﺬه اﳌﻌﻀﻠﺔ ﻣﻦ اﻟﻀﺨﺎﻣﺔ‪ ،‬وﻣﻬﻤﺎ ﻛﻠﻔﺖ ﻣﻦ ﺟﻬﺪ‪،‬‬ ‫و ﻣﻬﻤﺎ أﺧﺬت ﻣﻦ اﻟﻨﻔﻴﺲ‪ .‬ﻛﻞ ﻫﺬه اﻟﺼﻔﺎت ا‪:‬ﺧﻼﻗﻴﺔ اﻟﻌﺎﻟﻴﺔ‪ ،‬ﻟﻮ ﻛﺎن زاﻳﺪ ﺑﻦ‬ ‫ﺳﻠﻄﺎن ﻣﻮﺟﻮد‪ j‬ﻟﻘﺎل ﻟﻪ اﻟﻨﺎس أﻧﺖ ﻟﻬﺎ ﻳﺎ زاﻳﺪ ‪ ..‬و ﻋﻨﺪﻣﺎ ﻧﻘﻮل ﻣﻊ اﻟﻨﺎس ﻧﻌﻢ‪ ،‬ﻛﺎن‬ ‫ُﻤـﺮر أﻣﺎﻣﻨـﺎ ﺷﺮﻳﻄـ‬ ‫زاﻳﺪ ﻟﻬﺎ ﺣﻘ‪ ،‬ﻓﺈﻧﻨـﺎ ﻧﺴﺘﻤـﺪ ذﻟﻚ ﻣﻦ اﻟﺘﺠﺮﺑـﺔ اﻟﺘﺎرﻳﺨﻴـﺔ اﻟﺘـﻲ ﺗ ﱢ‬ ‫ﺗﺎرﻳﺨﻴـ ﻣﻮﺛﻘـ‪ ،‬وﺗﺴﺮد وﻗﺎﺋﻊ ﻳﺴﺘﺸﻬﺪ ﺑﻬﺎ اﳌﺆرخ اﻟﺬي ﻳﺮﻳﺪ أن ﻳﺴﺘﺨﻠﺺ ﺑﺤﺜﻪ‬ ‫ﻟﻠﺤﻘﻴﻘﺔ‪ .‬و ﻫﺬه اﻟﻮﻗﺎﺋﻊ ﻻ ﺗﺮﻛﺰ ﻓﻘﻂ ﻋﻠﻰ زاﻳﺪ ﻛﺄﺣﺪ ﻛﺒﺎر اﻟﺒﻨﺎة & ﺗﺎرﻳﺦ اﻟﻌﺮب‪ ،‬ﻟﻜﻨﻬﺎ‬ ‫ﺗﺸ‪ O‬إ‪ c‬ﺣﻘﺎﺋﻖ أﺧﺮى ﻗﻠﻤﺎ اﻟﺘﻔﺖ إﻟﻴﻬﺎ اﳌﺆرﺧﻮن واﻟﺒﺎﺣﺜﻮن‪ ،‬اﻟﺬﻳﻦ اﻗﺘﺼﺮ ﺑﺤﺜﻬﻢ‬ ‫ﻋﻠﻰ ﺣﻴﺎة زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن‪ ،‬و ﺗﺎرﻳﺦ ﻗﻴﺎدﺗﻪ ‪:‬ﺑﻮ ﻇﺒﻲ وﻟﺪوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‪.‬‬ ‫و ﻗﺪ ﻧﺸﺄ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن & ﻣﻘﺘﺒﻞ ﺷﺒﺎﺑﻪ ﺑﲔ اﻟﺜﻼﺛﲔ و ا‪:‬رﺑﻌﲔ ﻣﻦ ﻋﻤﺮه &‬ ‫اﻟﺼﺤﺮاء‪ & ،‬واﺣﺎت اﻟﻌﲔ و ﻣﺎ ﺟﺎورﻫﺎ‪ ،‬و رأى ﻫﺬه اﻟﻄﺒﻴﻌﺔ اﻟﻘﺎﺳﻴﺔ اﻟﺘﻲ ﺗﺘﺴﻢ ﺑﻬﺎ‬ ‫أﺧﺎدﻳﺪ اﻟﺮﻣﺎل و ﻛﺜﺒﺎﻧﻬﺎ وﻋﺮاﻗﻴﺒﻬﺎ‪ ،‬وﺷﺎﻫﺪ أﻧﺎﺳ أﻧﺒﺘﻬﻢ اﶈﻴﻂ اﻟﺮﻣﻠﻲ اﳌﻤﺘﺪ‬ ‫ﺣﺘﻰ اﻟﺮﺑﻊ اﳋﺎ‪ ،‬وﻋﺮف زاﻳﺪ أن ﻫﺆﻻء اﻟﺼﺤﺮاوﻳﲔ ﻻ ﺗﻠﲔ ﻋﺰﳝﺘﻬﻢ إ ّﻻ ﻟﻘﺎﺋﺪ ﻳﻌﺮف‬ ‫ﻛﻴﻒ ﻳﻮاﺟﻪ اﻟﻘﺴﻮة و ﻳﺤﻮﻟﻬﺎ إ‪ c‬ﻧﻌﻮﻣﺔ‪ ،‬وإ‪ c‬ﻋﻄﺎء ﻗﺒﻞ ا‪:‬ﺧﺬ‪ ،‬ﻓﺎﻋﺘﻨﻖ ﻫﺬا اﳌﺒﺪأ‬ ‫”ﻣﺒﺪأ اﻟﻌﻄﺎء “ ﻗﺒﻞ رﺟﺎء اﳌﻘﺎﺑﻞ‪ ،‬واﻟﺘﺼﻖ ﻫﺬا اﳌﺒﺪأ ﺑﺰاﻳﺪ و ﲤﻴﺰ ﺑﻪ ﺑﲔ أﻗﺮان‬ ‫ﻛﺜ‪O‬ﻳﻦ ﻣﻦ ا‪:‬ﻗﻄﺎب‪ ،‬وﻫﺬه اﳌﻴﺰة ﻫﻲ اﻟﺘﻲ اﺳﺘﻄﺎع ﺑﻬﺎ أن ﳝﻴﻞ ﺑﺎﻟﻘﻠﻮب إﻟﻴﻪ‬ ‫و ﻳﺠﻌﻠﻬﺎ ﺗﻬﻔﻮ ﺻﻮﺑﻪ ‪ ..‬و ﻋﻦ زﻋﺎﻣﺔ زاﻳﺪ ﻳﻘﻮل اﻟﺮﺣﺎﻟﺔ ا‪7‬ﻧﻜﻠﻴﺰي اﳌﺸﻬﻮر وﻟﻔﺮﻳﺪ‬ ‫)‪(1‬‬ ‫ﺗﻴﺴﺠﺮ‪ ،‬و ﻗﺪ رأى زاﻳﺪ & اﻟﺼﺤﺮاء ﺑﺎﻟﻘﺮب ﻣﻦ واﺣﺔ اﻟﳝﻲ ﻋﺎم ‪) ، 1948‬ﻛﺎن‬ ‫ﺣﻮا ﺛﻼﺛﲔ أﻋﺮاﺑﻴ ﺟﺎﻟﺴﲔ ﲢﺖ ﺷﺠﺮة ﺷﻮﻛﻴﺔ أﻣﺎم اﻟﻘﻠﻌﺔ‪ ،‬وﻫﻨﺎ أﺷﺎر دﻟﻴﻠﻨﺎ ﻗﺎﺋ ًﻼ‬ ‫ ‪” :‬اﻟﺸﻴﺦ ﺟﺎﻟﺲ“ ﻓﺄرﻗﺪﻧﺎ ﺟﻤﺎﻟﻨﺎ ﻋﻠﻰ ﺑﻌﺪ ﺛﻼﺛﲔ ﻳﺎردة ‪ ،‬واﲡﻬﻨﺎ ﻧﺤﻮﻫﻢ ﺣﺎﻣﻠﲔ‬ ‫ﺑﻨﺎدﻗﻨﺎ وﻋﺼﻴﻨﺎ‪ ،‬و ‪ E‬أﻟﺒﺚ أن ﺣﻴﻴﺘﻬﻢ و ﺗﺒﺎدﻟﺖ ا‪:‬ﺧﺒﺎر ﻣﻊ زاﻳﺪ‪ ،‬و ﻛﺎن رﺟ ًﻼ ﻗﻮي اﻟﺒﻨﻴﺔ‬ ‫& اﻟﺜﻼﺛﲔ ﻣﻦ ﻋﻤﺮه‪ ،‬ذا ﳊﻴﺔ ﺑﻨﻴﺔ‪ ،‬و وﺟﻪ ﻳﻨﻢ ﻋﻦ ﻗﻮة اﻟﺬﻛﺎء‪ ،‬ﻣﻊ ﻋﻴﻨﲔ ﺛﺎﺑﺘﺘﲔ‬ ‫ﻳﻘﻈﺘﲔ‪ ،‬و ﻫﻮ ﻳﻠﺒﺲ ﺑﺒﺴﺎﻃﺔ ﻗﻤﻴﺼ ﻟﻮﻧﻪ ﻣﻐ ﻣﻦ ﻗﻤﺎش ﻋﻤﺎ‪ ،a‬وﺳ|ة ﻣﻔﻜﻮﻛﺔ‬ ‫ا‪:‬زرار‪ ،‬ﻳﺘﻤﻴﺰ ﻋﻦ زﻣﻼﺋﻪ ﺑﻌﻘﺎﻟﻪ ا‪:‬ﺳﻮد‪ ،‬و اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﻳﻀﻊ ﺑﻬﺎ ﻛﻮﻓﻴﺘﻪ ﻣﻨﺴﺪﻟﺔ‬ ‫ﻋﻠﻰ ﻛﺘﻔﻴﻪ‪ ،‬ﺑﺪ ًﻻ ﻣﻦ أن ﺗﻜﻮن ﻣوﻣﺔ ﺣﻮل رأﺳﻪ ﺑﺎﻟﻄﺮﻳﻘﺔ اﶈﻠﻴﺔ ‪.‬‬ ‫ﻛﻨﺖ أﺗﻮق إ‪ c‬رؤﻳﺎه‪: ،‬ﻧﻪ ذو ﺷﻬﺮة ﻛﺒ‪O‬ة ﺑﲔ اﻟﺒﺪو‪ ،‬ﻓﻬﻢ ﻳﺤﺒﻮﻧﻪ ﻟﻌﺎداﺗﻪ اﻟﺒﺴﻴﻄﺔ‬ ‫ﻏ‪ O‬اﳌﺘﻜﻠﻔﺔ‪ ،‬وﻟﻄﻔﻪ اﻟﺰاﺋﺪ‪ ،‬و ﻗﻮﺗﻪ اﳉﺴﺪﻳﺔ‪ ،‬و ﻛﺎﻧﻮا ﻳﺘﺤﺪﺛﻮن ﻋﻨﻪ ﺑﺈﻋﺠﺎب‪” :‬زاﻳﺪ‬ ‫ﺑﺪوي‪ .‬إﻧﻪ ﻳﻌﺮف ﻋﻦ اﳉﻤﺎل اﻟﺸﻲء اﻟﻜﺜ‪ O‬و ﻳﺴﺘﻄﻴﻊ أن ﻳﺮﻛﺐ ﻛﻮاﺣﺪ ﻣﻨﺎ‪ ،‬و ﻳﺼﻄﺎد‪،‬‬ ‫وﻳﻌﺮف ﻛﻴﻒ ﻳﻘﺎﺗﻞ“(‪.‬‬ ‫و اﳊﻘﻴﻘﺔ أن اﻟﺰﻋﺎﻣﺔ ﻋﻠﻰ أﻫﻞ اﻟﺼﺤﺮاء و إدارة ﺷﺆوﻧﻬﻢ ﻟﻴﺴﺖ ﺑﺎ‪:‬ﻣﺮ اﻟﻬﲔ‪ ،‬ﻣﺎ‬ ‫‪ E‬ﻳﻜﻦ اﻟﺰﻋﻴﻢ ﻣﻨﺪ_ ﺑﻴﻨﻬﻢ ﻛﻮاﺣﺪ ﻣﻨﻬﻢ‪ ،‬ﻛﻤﺎ وﺻﻒ وﻟﻔﺮﻳﺪ ﺗﻴﺴﺠﺮ‪ ،‬و ﻣﺎ ‪ E‬ﻳﻜﻦ‬ ‫ﻳﻮاﺋﻢ ﺑﲔ اﻟﺼﺤﺮاوي اﻟﺬي ﻫﻮ اﻟﺒﺪوي‪ ،‬وﺑﲔ اﳌﺪ‪ a‬اﻟﺬي ﻳﻌﻴﺶ ﻋﻠﻰ اﻟﺴﺎﺣﻞ و ﻳﺤﺘﻚ‬ ‫ﺑﺎﺠﻤﻟﺘﻤﻌﺎت اﳌﺪﻧﻴﺔ ا‪:‬ﺧﺮى‪ ،‬ﻛﻤﺎ ﻫﻮ اﳊﺎل & ا‪7‬ﻣﺎرات‪ ،‬و & ﻛﺜ‪ O‬ﻣﻦ أﻗﻄﺎر اﳋﻠﻴﺞ‪.‬‬ ‫و ﻗﺪ اﺳﺘﻄﺎع زاﻳﺪ أن ﻳﻜﻮن ﻫﺬا اﻟﺰﻋﻴﻢ اﳌﻮاﺋﻢ‪ ،‬ﺣﻴﺚ ﺗﻮاﻓﺪت ﻋﻠﻰ اﻟﻮاﺣﺎت اﻟﺘﻲ‬ ‫ﺳﻬﻞ زاﻳﺪ ﺳﺒﻞ‬ ‫ﻳﺪﻳﺮﻫﺎ ﺟﻤﻮع ﻣﻦ اﻟﺴﺎﺣﻞ ﺗﺴﺘﻘﺮ و ﺗﻌﻤﻞ ﺑﺎﻟﺰراﻋﺔ و اﻟﺘﺠﺎرة‪ ،‬و ّ‬ ‫اﻟﻌﻴﺶ ﻟﻬﺆﻻء‪ ،‬و ﻛﺴﺐ ﺑﺎﻻﺣﺘﻜﺎك ﲡﺎرب ﺟﺪﻳﺪة ‪ E‬ﺗﻜﻦ ﻟﺘﺘﺎح ﻟﻮﻻ اﻟﻘﺪرة اﻟﻔﺎﺋﻘﺔ ﻋﻠﻰ‬ ‫اﳌﻮاءﻣﺔ اﻟﺘﻲ ﺟﺌﻨﺎ ﻋﻠﻰ ذﻛﺮﻫﺎ‪ ،‬ﺗﻠﻚ اﻟﺘﺠﺎرب اﻟﺘﻲ أﺿﺎﻓﺖ ﻟﺰاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬ ‫ﻣﺆﻫ ًﻼ ﺟﺪﻳﺪ‪ ،j‬وﺟﻌﻠﺖ ﻣﻨﻪ ﺑﻌﺪ ﻓ|ة ﻗﺎﺋﺪ‪ j‬ﺗﺎرﻳﺨﻴ ﻣﻦ ﻗﻮاد اﻟﻌﺮب اﻟﻜﺒﺎر‪ ،‬اﻟﺬﻳﻦ ﺗﺮﻛﻮا‬ ‫ﺑﺼﻤﺎت ﻋﻠﻰ ﺟﺪارﻳﺔ اﻟﺘﺎرﻳﺦ اﻟﻌﺮﺑﻲ ا‪7‬ﺳﻼﻣﻲ‪ ..‬و ﺑﺎﻟـﺮﻏﻢ ﻣﻦ أن زاﻳـﺪ ﺑﻦ ﺳﻠﻄــﺎن ‪E‬‬ ‫ﻳﻜﻦ وﺣﺪه اﻟﺰﻋﻴـﻢ اﳌﺮﻛﺰي ﻟﻠﺤﺪود اﳉﻐﺮاﻓﻴﺔ‪ ،‬اﻟﺘﻲ ﻛﺎﻧﺖ ﺗﺸﻤﻞ ا‪:‬راﺿﻲ اﻟﺘﻲ ﻛﺎﻧﺖ‬ ‫ﺗُﺪﻋﻰ ﺑﺎ‪7‬ﻣﺎرات اﳌﺘﺼﺎﳊﺔ & اﻟﺴﺠﻼت اﻟﺮﺳﻤﻴﺔ اﻟﻳﻄﺎﻧﻴﺔ وﻏ‪O‬ﻫﺎ‪ ،‬ﻟﻜﻦ ﻣﻦ ﻳﺘﻔﺤﺺ‬ ‫‪25‬‬ ‫ ﻛﺎﻧﺖ ﻧﺘﺎﺋﺠﻪ ﻫﻲ‬،‫ و ﻣﺎ ﺟﺮى ﻓﻴﻬﺎ ﻣﻦ ﺎض ﺳﻴﺎﺳﻲ‬،‫ﺑﻨﻈﺮة ﺛﺎﻗﺒﺔ ﺗﺎرﻳﺦ ﻫﺬه اﳊﻘﺒﺔ‬ ‫ ﺑﺎﻟﺮﻏﻢ‬،‫ﻣﺎرات اﳌﺘﺼﺎﳊﺔ‬7‫ & ﺻﺮح دوﻟﺔ اﲢﺎدﻳﺔ ﺟﺪﻳﺪة ﻋﻠﻰ أرض ا‬c‫و‬:‫وﺿﻊ اﻟﻠﺒﻨﺎت ا‬ ‫ وﻋﻠﻰ‬،‫ول‬:‫ ﻳﺠﺪ اﳌﺘﻔﺤﺺ أن اﻟﺸﻴﺦ زاﻳﺪ ﻛﺎن ﻫﻮ اﶈﻮر ا‬،‫ﻣﻦ ﺗﻌﺪد اﻟﺰﻋﺎﻣﺎت ﻫﺬا‬ ‫ﻧﻈﺎر‬:‫ ﺗﺮﻛﺰت ا‬،‫ اﳉﺎﻣﻌﺔ ﺑﲔ اﻟﺰﻋﺎﻣﺔ اﻟﺼﺤﺮاوﻳﺔ واﻟﻘﻴﺎدة اﳊﻀﺮﻳﺔ‬،‫ﺷﺨﺼﻴﺘﻪ اﳌﺮﻧﺔ‬ ‫ ﻻ ﺳﻴﻤﺎ ﻋﻨﺪﻣﺎ ﳒﺢ اﻟﺸﻴﺦ زاﻳﺪ & إﻗﻨﺎع‬،‫و اﻋﺘت زﻋﺎﻣﺘﻪ اﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﻄﻘﺔ آﺗﻴﺔ و ﻗﺎدﻣﺔ‬ ‫ ﺣﻴﺚ ﰎ‬،‫ﻣﻮﺣﺪ و ﳒﺎﺣﻪ & ﲢﻘﻴﻖ ذﻟﻚ‬ ّ ‫اﻟﺴﻠﻄﺎت اﻟﻳﻄﺎﻧﻴﺔ ﲟﺸﺮوع إﻧﺸﺎء ﺟﻴﺶ‬ ‫ﻛﻤﺎ ﻫﻮ‬- ‫ و اﻟﺬي أﺻﺒﺢ‬،1951 ‫إﻧﺸﺎء ﻫﺬا اﳉﻴﺶ اﻟﺬي ﺳﻤﻲ ”ﺑﻘﻮة ﺳﺎﺣﻞ ﻋﻤﺎن“ ﻋﺎم‬ ‫اﻟﻔﻌﺎل اﻟﺬي‬ ّ ‫ و ﻟﻬﺬا اﳉﻴﺶ و ﺗﻜﻮﻳﻨﻪ و اﻟﺪور‬.‫ ﻧﻮاة ﻟﻠﺠﻴﺶ اﻻﲢﺎدي اﳊﺎ‬- ‫ﻣﻌﺮوف‬ .‫ﻟﻌﺒﻪ & اﻻﺳﺘﻘﺮار اﻟﺴﻴﺎﺳﻲ & اﳌﻨﻄﻘﺔ ﻣﺒﺤﺚ ﻗﺪ ﻧﺘﻄﺮق إﻟﻴﻪ & ﻣﻨﺎﺳﺒﺔ أﺧﺮى‬ One should admit that being a leader over the people of the desert and managing their affairs is not an easy task. Sheikh Zayed’s personality was known as that of a genuine Bedouin. Leading by example, he equally treated the dwellers of desert and the dwellers of the coast. He was a wise leader who attracted many to the oases he was ruling to settle and work in agriculture and trade. With his wise, balanced leadership, he gained their conﬁdence and was open to new horizons. All those components in Zayed’s personality turned him into one of the greatest historical leaders who have marked Arab and Islamic history. ‫ إذ & ﻫﺬه اﻟﻔ|ة ﺗﻮﻟّﻰ‬،‫ إﺻﻼﺣﻴ & اﳌﻨﻄﻘﺔ‬jO‫ ﻟﻴﺤﺪث ﺗﻐﻴ‬،1966 ‫و ﺟﺎء اﻟﻌﺎم‬ ‫ ﺗﺒﺪﻳ ًﻼ ﺟﻮﻫﺮﻳ & ﺑﻨﻴﺔ أﺑﻮ ﻇﺒﻲ‬O‫ اﻟﺘﻲ ﺷﻬﺪت ﺑﻬﺬا اﻟﺘﻐﻴ‬،‫اﻟﺸﻴﺦ زاﻳﺪ اﳊﻜﻢ & أﺑﻮ ﻇﺒﻲ‬ ‫داري & اﳌﺆﺳﺴﺎت اﻟﺘﺎﺑﻌﺔ ﻟ´ﻣﺎرة‬7‫ﺻﻼح و اﻟﺘﻨﻈﻴﻢ ا‬7‫ و ﺑﺪأت ﺣﺮﻛﺎت ا‬،‫اﻟﻌﻤﺮاﻧﻴﺔ‬ ‫ و ﻣﻊ ﻃﻤﻮﺣﺎت اﻟﺸﻴﺦ زاﻳﺪ & ﺟﻌﻠﻬﺎ ﳕﻮذﺟ ﺗﻨﻤﻮﻳ‬،‫ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ اﻟﻮﺿﻊ اﳉﺪﻳﺪ‬ .‫ﻳﻼﺣﻖ ﺑﺨﻄﻰ ﺣﺜﻴﺜﺔ اﻟﺘﻄﻮر اﻟﺬي ﺷﻬﺪﺗﻪ ﻣﻨﻄﻘﺔ اﳋﻠﻴﺞ & ﻣﻴﺎدﻳﻦ ﺘﻠﻔﺔ‬ Although Zayed bin Sultan was not the only key leader of the so-called “Trucial States,” as noted in the official British records and deeds, a careful reader into the history of the era and the founding of the new federal state will deﬁnitely conclude that Sheikh Zayed was the main player who had combined in him both nomadic and urban leadership traits. His leadership imposed itself especially when he convinced British authorities in 1951 to establish a strong uniﬁed army, the “The Coast of Oman Force,” which eventually became the nucleus of the current federal army. ‫و ﻗﺪ أﺛﺒﺖ اﻟﺸﻴﺦ زاﻳﺪ أﻧﻪ & ﻣﺴﺘﻮى ﻣﺎ ﻛﺎﻧﺖ اﻟﻨﺎس ﺗﺄﻣﻠﻪ ﻓﻴﻪ و ﺗﺮﲡﻴﻪ ﻣﻦ زﻋﺎﻣﺔ‬ ‫ ﺑﺮوز إﻣﺎرة أﺑﻮ ﻇﺒﻲ ﻋﻠﻰ ﻳﺪﻳﻪ ﻛﻤﺮﻛﺰ ﻟﻠﺘﻨﻤﻴﺔ اﻟﻌﻤﺮاﻧﻴﺔ ﺧﻼل ﻓ|ة‬c‫ أدت إ‬،‫ﻋﺎﻣﺔ‬ ‫ ﻓﻀﻼ ﻋﻦ ﻣﺎ ﻛﺴﺒﻪ اﻟﺸﻴﺦ زاﻳﺪ ﻣﻦ ﺧة واﺳﻌﺔ & ﺗﻮاﺻﻠﻪ اﻟﺪاﺋﻢ وﺗﻌﺎﻣﻠﻪ‬،‫وﺟﻴﺰة‬ ‫ اﻟﺘﻲ اﻧﻀﻤﺖ‬،‫ ﻻ ﺳﻴﻤﺎ ﻗﻴﺎدات اﳌﻨﻄﻘﺔ اﻟﻌﺮﺑﻴﺔ‬،E‫ة & اﻟﻌﺎ‬O‫اﳌﻄﺮد ﻣﻊ ﻗﻴﺎدات ﻛﺜ‬ ّ .E‫ ﺻﻮﺑﻬﺎ أﻧﻈﺎر اﻟﻌﺎ‬c‫ ﺻﻔﻮﻓﻬﺎ ﺷﺨﺼﻴﺔ راﺋﺪة اﲡﻬﺖ إ‬c‫إ‬ 27 ‫ﻧﻜﻠﻴﺰ اﻻﻧﺴﺤﺎب ﻣﻦ‬7‫ ﻋﻘﺐ إﻋﻼن ا‬،‫و ﻋﻨﺪﻣﺎ ُﻃﺮح ﻣﺸﺮوع ﺑﻨﺎء اﻟﺪوﻟﺔ اﳉﺪﻳﺪة‬ ‫ ﺣﻤﻞ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن ﻋﻠﻰ‬،1971 c‫ إ‬1968‫اﳌﻨﻄﻘﺔ ﺧﻼل ﺛﻼﺛﺔ أﻋﻮام ﻣﻦ‬ ‫ﻣﺎراﺗﻴﺔ‬7‫ﻣﺔ ا‬:‫ وﺿﻊ اﺨﻤﻟﻄﻂ اﻟﻬﻴﻜﻠﻲ ﻟﻨﺸﺄة ا‬-‫ ﺑﻜﻞ ﻋﺰﳝﺔ وﺣﻤﺎس‬-‫ﻋﺎﺗﻘﻪ‬ ‫ و ﻛﺎن زاﻳﺪ ﻳﻄﻤﺢ أن ﻳﻜﻮن اﻟﻜﻴﺎن اﳉﺪﻳﺪ أوﺳﻊ ﺟﻐﺮاﻓﻴ و دﳝﻮﻏﺮاﻓﻴ‬.‫و ﻛﻴﺎﻧﻬﺎ‬ ‫ ﻛ ًﻼ ﻣﻦ اﻟﺒﺤﺮﻳﻦ وﻗﻄﺮ‬،‫ﻣﺎرات اﻟﺴﺒﻊ & ﺳﺎﺣﻞ ﻋﻤﺎن‬7‫ ﺑﺠﺎﻧﺐ ا‬،‫ﺑﺤﻴﺚ ﻳﻀﻢ‬ ‫ﺣﺪاث ﻛﻤﺎ ﻳﻌﺮﻓﻬﺎ اﳌﺆرﺧﻮن‬:‫ و ﻟﻜﻦ ا‬.. ‫ﻛﻨﻮاة ﻟﻠﺪوﻟﺔ اﳋﻠﻴﺠﻴﺔ اﻟﻜى ﺑﻌﺪ ذﻟﻚ‬ ‫ﻣﺎرات اﻟﺴﺒﻊ وﺣﺪﻫﺎ‬7‫ و ﺗَﺮﻛﱠ ﺰ اﻟﺘﺨﻄﻴﻂ ﻋﻠﻰ ﻗﻴﺎم دوﻟﺔ ﺗﻀﻢ ا‬،‫ ﻣﻮاﺗﻴﺔ‬O‫ﺟﺎءت ﻏ‬ ‫ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن‬c‫ اﻟﺘﻲ ﺗﻮ‬،‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫ ﻫﻲ راﻳﺔ ا‬،‫ﲢﺖ راﻳﺔ واﺣﺪة‬ .2004 ‫ ﻋﺎم‬- ‫ رﺣﻤﻪ ا‬- ‫ و ﺣﺘﻰ رﺣﻴﻠﻪ‬،1971 ‫رﺋﺎﺳﺘﻬﺎ ﻣﻨﺬ اﻟﻨﺸﺄة & دﻳﺴﻤ‬ ‫ﻋﻮام اﻟﺜﻼﺛﺔ و اﻟﺜﻼﺛﲔ أﺻﺒﺢ زاﻳﺪ ﲟﺎ ﻗﺪﻣﻪ ﻣﻦ اﳌﻨﺠﺰات ﻋﻠﻤ‬:‫و ﻃﻮال ﻫﺬه ا‬ ‫ ﻳﺮاه ﻧﺎﻇﺮ اﻟﺘﺎرﻳﺦ ﻣﻦ ﻣﻜﺎن ﻗﺼﻲ ﻻ ﻳﺤﺠﺒﻪ أي ﺣﺠﺎب‬،‫ﻳﺮﻓﺮف ﻓﻮق ﺳﺎرﻳﺔ ﻋﺎﻟﻴﺔ‬. In 1966, the Emirate of Abu Dhabi entered the modern era with Sheikh Zayed’s accession as Ruler. Sheikh Zayed hurried the process of urban development and reform of administrative management in the institutions of the Emirate and strove continuously toward achieving his ambitious vision of Abu Dhabi as a thriving and modern emirate competing successfully in the challenging Gulf region. Sheikh Zayed proved that he was what people hoped their leader would be. He became a leading world ﬁgure as the Emirate of Abu Dhabi quickly emerged as a center of urban development, and he strengthened international relations with the other national leaders, especially those in the Arab region. When the British announced their intention to withdraw from the region over three years, 1968 to 1971, Sheikh Zayed enthusiastically and ﬁrmly shouldered the responsibility to build an Emirati nation. He aimed for a geographically and demographically broad new nation and called for a federation that would include not only the emirates on the northern coast but also seven emirates on the coast of Oman as well as Qatar and Bahrain, a Greater Gulf State. However, his dream came to naught, and he therefore concentrated on establishing a state composed simply of the seven northern emirates under one single banner. As president of this new nation from its confederation in December 1971 until his death in 2004, Sheikh Zayed led his people and established a nation at an almost unparalleled rate of speed. His competence and personal qualities made history, and in the unsettled conditions of today a man of his stature would undoubtedly be a major force. ‫ﻋﺒﺪ اﻟﻐﻔﺎر ﺣﺴﲔ‬ Abdulgaffar Hussain [email protected] ‫ا‪:‬رض ﻃﻮاﻋﻴﺔ ﻟﻠﺮﺟﺎل اﻟﺬﻳﻦ ﳝﻠﻜﻮن ا‪:‬ﻣﻞ وﻳﻘﺪرون ﻋﻠﻰ ﲢﺪي اﳌﺴﺘﻘﺒﻞ‪.‬‬ ‫اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬ ‫اﻟﺮﺋﻴﺲ اﻟﺮاﺣﻞ وﻣﺆﺳﺲ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ 31 ‫ﺣﻮار ﺣﻤﻴﺪ اﻟﺸﺎﻣﺴﻲ‬ Interviewed by Humaid Al Shamsi ‫ أﻓﻨﻮا ﺣﻴﺎﺗﻬﻢ‬،‫ﻟﻘﺪ ﺷﺎءت إرادة ا أن ﻳﺨﺘﺺ ﻣﻦ ﻋﺒﺎده أﻧﺎﺳﺎ ﻟﻘﻀﺎء ﺣﻮاﺋﺞ اﻟﻨﺎس‬ ،‫ وﻣﻦ ﻫﺆﻻء ﻓﺮج ﻋﻠﻲ ﺑﻦ ﺣﻤﻮده‬،‫ ﻛﺸﻤﻌﺔ ﲢﺮق ﻧﻔﺴﻬﺎ ﻟﺘﻀﻲء ﻟﻶﺧﺮﻳﻦ‬،‫ﻫﻢ‬O‫ﺳﻌﺎد ﻏ‬7 ‫ اﻟﺬي ﻋﺎش ﻣﺪﻓﻮﻋﺎ ﺑﻌﺎﻃﻔﺔ أﺻﻴﻠﺔ اﺳﺘﻘﻰ‬،‫ي & اﻟﺪوﻟﺔ‬O‫أﺣﺪ أﺑﺮز ﺳﺪﻧﺔ اﻟﻌﻤﻞ اﳋ‬ ‫ وﺑﻔﻬﻢ ﻓﻄﺮي ﻋﻤﻴﻖ ﻟﻘﻴﻢ اﳌﻐﻔﻮر ﻟﻪ اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ‬،‫ﺳﻼم‬7‫ﺟﺬورﻫﺎ ﻣﻦ ﺗﻌﺎﻟﻴﻢ ا‬ ‫ وﻓﺮج ﺑﻦ ﺣﻤﻮده رﺟﻞ‬.‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن ورؤﻳﺘﻪ ﻟﺪوﻟﺔ ا‬ & ‫ وﻳﻀﻄﻠﻊ ﺑﺮﺳﺎﻟﺔ ﺳﺎﻣﻴﺔ ﺗﺘﻤﺜﻞ‬،‫ ﻓﺘﺴﺘﺤﻮذ ﻋﻠﻰ ﻛﻴﺎﻧﻪ‬،‫ﻳﺤﻤﻞ ﻫﻤﻮم اﻟﻮﻃﻦ‬ .‫ ﻗﻠﻮﺑﻬﻢ‬c‫ وإدﺧﺎل اﻟﺴﻌﺎدة إ‬،‫رﺳﻢ اﻟﺒﺴﻤﺔ ﻋﻠﻰ ﺷﻔﺎه اﺧﺮﻳﻦ‬ ‫ ﻛﺎﻧﺖ إﳒﺎزات وإﺳﻬﺎﻣﺎت ﺑﻦ ﺣﻤﻮده ﻋﻠﻰ ﺻﻌﻴﺪ اﳌﺎل‬،‫وﻛﻨﻬﺮ ﻻ ﲡﻒ ﻣﻨﺎﺑﻌﻪ‬ ‫ ﻓﱭ ﺣﻤﻮده ﻧﺎل‬.‫ﻋﻤﺎل ﻓﻀﻼ ﻋﻦ ﺧﺪﻣﺔ اﺠﻤﻟﺘﻤﻊ أﻛ~ ﻣﻦ أن ﺗﻌﺪ أو ﲢﺼﻰ‬:‫وا‬ & ‫ ﻋﻀﻮا‬O‫ ﻛﻤﺎ اﺧﺘ‬،‫ﺷﺮف ﺧﺪﻣﺔ ﻫﺬا اﻟﺒﻠﺪ ﻛﻌﻀﻮ & اﺠﻤﻟﻠﺲ اﻟﻮﻃﻨﻲ اﻻﲢﺎدي‬ ‫ة اﻟﻌﻄﺎء‬O‫ وﻻ ﺗﻨﺘﻬﻲ ﻣﺴ‬.‫ﻧﺴﺎﻧﻴﺔ‬7‫ﻳﺔ وا‬O‫ﻋﻤﺎل اﳋ‬¤‫ﻣﻨﺎء ﳌﺆﺳﺴﺔ زاﻳﺪ ﻟ‬:‫_ﻠﺲ ا‬ ‫ ﻫﻮ أﺣﺪ‬،‫ ﻓﱭ ﺣﻤﻮده ﻓﻮق ﻣﺴﺆوﻟﻴﺎﺗﻪ ﻛﺮﺋﻴﺲ ﺠﻤﻟﻤﻮﻋﺔ ﺑﻦ ﺣﻤﻮده‬،‫ﻋﻨﺪ ﻫﺬا اﳊﺪ‬ ‫ﺧﻴﺎر‬:‫ ﻛﻤﺎ أﻧﻪ واﺣﺪ ﻣﻦ أﺑﺮز اﳌﺼﻄﻔﲔ ا‬،‫ﻣﺎرات‬7‫ﻣﻨﺎء ﳉﺎﻣﻌﺔ ا‬:‫أﻋﻀﺎء _ﻠﺲ ا‬ .‫اﻟﺬﻳﻦ وﻗﻊ اﻻﺧﺘﻴﺎر ﻋﻠﻴﻬﻢ ﻟﻴﻜﻮن ﻋﻀﻮا & _ﻠﺲ إدارة ﺻﻨﺪوق اﻟﺰﻛﺎة‬ ‫أﻓﻀﻞ اﳌﺪارس‬ ‫ أﻻ وﻫﻲ ﻣﺪرﺳﺔ‬،‫ﺗﺨﺮج ﺑﻦ ﺣﻤﻮده ﳑﺎ ﳝﻜﻦ أن ﺗﻮﺻﻒ ﺑﺄﻧﻬﺎ أﻓﻀﻞ اﳌﺪارس‬ ‫ ﻣﺎ ﲤﺜﻠﺖ & اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬O‫اﻟﻘﻴﺎدة واﳊﻴﺎة اﻟﺘﻲ ﲤﺜﻠﺖ ﺧ‬ .(‫)رﺣﻤﻪ ا‬ ،‫ﺛﺮ & ﺣﻴﺎة ﻓﺮج ﺑﻦ ﺣﻤﻮده‬:‫ﻟﻘﺪ ﻛﺎن ﳌﺒﺎدىء اﻟﺸﻴﺦ زاﻳﺪ وﻟﻘﻴﻤﻪ اﻟﻘﻴﺎدﻳﺔ أﺑﻠﻎ ا‬ .‫اﻟﺬي ﻃﺎﳌﺎ ﲢﺪث ﺑﺄﺑﻠﻎ آﻳﺎت اﻟﺘﺒﺠﻴﻞ واﻻﺣ|ام ﻋﻦ أب ﻫﺬا اﻟﻮﻃﻦ وإﳒﺎزاﺗﻪ وﺣﻜﻤﺘﻪ‬ O‫ "إن اﳊﻴﺎة ﺑﻘﻴﺎدة اﻟﺸﻴﺦ زاﻳﺪ )رﺣﻤﻪ ا( ﻛﺎﻧﺖ ﻏ‬:‫وﻋﻦ ﻫﺬا ﻳﻘﻮل ﺑﻦ ﺣﻤﻮده‬ ،‫ ﻓﻘﺪ ﻛﺎن راﺋﺪا & اﻟﺴﻼم واﻟﻜﺮم واﻟﻌﻄﺎء‬،‫ﻋﺎدﻳﺔ ﺑﻜﻞ ﻣﺎ ﲢﻤﻠﻪ اﻟﻜﻠﻤﺔ ﻣﻦ ﻣﻌﻨﻰ‬ ‫ﺳﻼم وﻋﺮوﺑﺘﻪ‬7‫ ﳝﺎﻧﻪ اﻟﻌﻤﻴﻖ ﺑﺘﻌﺎﻟﻴﻢ ا‬7 ‫ وﻛﺎن‬.‫ة اﺳﺘﺜﻨﺎﺋﻴﺔ‬O‫ﻳﺤﻈﻰ ﺑﺮؤﻳﺔ ﺛﺎﻗﺒﺔ وﺑﺼ‬ ‫اﻟﻨﺎﺻﻌﺔ وﺗﻘﺎﻟﻴﺪه اﻟﺘﻲ ورﺛﻬﺎ ﻋﻦ أﺟﺪاده دور ﻣﻬﻢ ﻣﻜّ ﻨﻪ ﻣﻦ ﲢﻮﻳﻞ ﺷﺘﺎت اﳌﻨﻄﻘﺔ‬ “.‫ دوﻟﺔ اﲢﺎدﻳﺔ واﺣﺪة ﻣ|اﺑﻄﺔ ﺗﻨﻌﻢ ﺑﺎﻟﺮﺧﺎء واﻟﺘﻘﺪم واﳌﺪﻧﻴﺔ اﳊﺪﻳﺜﺔ‬c‫ﺑﺄﺳﺮﻫﺎ إ‬ 33 ‫ ﻛﺎﻧﺖ‬،‫ واﳊﺪاﺋﻖ & ﻛﻞ ﻣﻜﺎن‬،‫وﻳﻀﻴﻒ ﺑﻦ ﺣﻤﻮده أن ﻧﺎﻃﺤﺎت اﻟﺴﺤﺎب ﻧﺮاﻫﺎ اﻟﻴﻮم‬ ‫ "ﻟﻘﺪ ﻛﺎن ﻟﻬﺬه‬.‫ﻳﻮﻣﺎ ﻓﻴﺎ& ﻗﺎﺣﻠﺔ ﺗﺘﻨﺎﺛﺮ ﻋﻠﻰ ﺟﻨﺒﺎﺗﻬﺎ ﺣﻔﻨﺔ ﻣﻦ أﺷﺠﺎر اﻟﻨﺨﻴﻞ‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة & ﻣﺼﺎف‬7‫ & وﺿﻊ دوﻟﺔ ا‬O‫اﳉﻬﻮد اﻟﺰراﻋﻴﺔ اﳉﺒﺎرة دور ﻛﺒ‬ ‫ وﻫﺬا ﻫﻮ واﺣﺪ ﻣﻦ‬.‫ ﻣﻠﻴﻮن ﻧﺨﻠﺔ‬٤٠ ‫ ﺑ~وة ﺗﺘﺠﺎوز‬،E‫اﻟﺪول اﳌﻨﺘﺠﺔ ﻟﻠﺘﻤﺮ & اﻟﻌﺎ‬ ‫ﻋﻨﺎﺻﺮ ﻋﺪة ﺗز ﻣﺪى اﻟﺘﻮازن اﻟﺬي ﰎ ﲢﻘﻴﻘﻪ ﳊﺎﻗﺎ ﺑﺮﻛﺐ اﳊﻀﺎرة واﻟﺘﻘﺪم ﻣﻦ ﺟﻬﺔ‬ “.‫وﺣﻔﺎﻇﺎ ﻋﻠﻰ اﻟﺘﻘﺎﻟﻴﺪ واﳌﺎﺿﻲ ﻣﻦ ﺟﻬﺔ أﺧﺮى‬ ‫ﻓﺮج ﺑﻦ ﺣﻤﻮده ﺧﻼل إﺣﺪى ﺟﻠﺴﺎت اﺠﻤﻟﻠﺲ اﻟﻮﻃﻨﻲ اﻻﲢﺎدي‬ Faraj bin Hamoodah during the Federal National Council meetings The Greatest School of Our Time Bin Hamoodah is a graduate of perhaps the greatest school of our time: the school of leadership and life that was the late Sheikh Zayed Bin Sultan Al Nahyan. &‫ و‬.‫إن اﻟﺒﺼﻤﺎت اﻟﺘﻲ ﺗﺮﻛﻬﺎ ﺑﻦ ﺣﻤﻮده ﺗﺘﻌﺪى وﲟﺮاﺣﻞ آﺛﺎره‬ ‫ﻫﺬا اﻟﺴﻴﺎق ﺳﻨﺤﺎول أن ﻧﺴﻠﻂ اﻟﻀﻮء ﻋﻠﻰ ﺑﻌﺾ ﻣﻦ‬ .‫إﺳﻬﺎﻣﺎت وﻗﻴﻢ ﻫﺬا اﻟﺮﺟﻞ ذي اﻟﺮؤﻳﺔ اﻟﺜﺎﻗﺒﺔ‬ Faraj Ali Bin Hamoodah is driven by a compassion that is intrinsic in Islamic values and by an innate understanding of Sheikh Zayed’s values and vision for the United Arab Emirates. Bin Hamoodah is a man fully engaged by national concerns and his mission to make life better and brighter for others. Bin Hamoodah’s accomplishments and contributions to business and the community are plentiful. He has served his country as a member of the Federal National Council and the board of trustees for the Zayed Foundation for Charitable and Humanitarian Works. Today, besides discharging the enormous responsibilities that come with being the President of the Bin Hamoodah Group, he also serves on the board of trustees of the United Arab Emirates University and the board of directors of the Zakat Fund. Bin Hamoodah is leaving footprints on his journey through life that have great signiﬁcance for other people. Here we take a look at some of the contributions, values, and inﬂuences that guide this generous and visionary leader and drive his pioneering philanthropic activities. It is evident that Sheikh Zayed’s leadership principles and values have greatly inﬂuenced Bin Hammodah who speaks reverently of the Father of the Nation’s life, achievements, and sagacity. Sheikh Zayed led an extraordinary life. He was a leader of peace, generosity, exceptional foresight, and vision. Guided by a deeply felt Islamic faith, Arabism, and local traditions, he transformed the region into an ultra-modern, prosperous, and united federation. Today there are modern skyscrapers and ﬂourishing emerald green gardens where once there was desert and a handful of date palms. There are even more date palms—over forty million that make the UAE one of the largest producers of dates worldwide. The prominence of date palms is one of the many elements that highlight the sensitive balance that has been achieved between modern progress and the traditions of the past. 32 Despite new oil wealth and rapid modernization, Sheikh Zayed remained humble and true to his roots. As Bin Hamoodah reminds us, Sheikh Zayed grew up in a time when the UAE was very different from the land we know today. People led simple lives with few of the comforts and amenities that we now take for granted. Lives were often marked by hardship and deprivation requiring courage and a formidable force of character to survive the harsh environmental conditions. Survival required collective collaboration in a community where people shared food, welcomed guests with great hospitality and generosity, assisted others readily with agricultural work, and looked after one another without expectation of reward or need for explicit gratitude. Such actions reﬂected the Arab and Islamic traditions of chivalry, generosity, dignity, and hospitality. Sheikh Zayed was a leader of peace, generosity, exceptional foresight, and vision and a virtuous son or daughter who prays for him and asks for forgiveness on his behalf ،‫وﺑﺎﻟﺮﻏﻢ ﳑﺎ اﻣﱳ ا ﺑﻪ ﻋﻠﻰ ﻫﺬه اﻟﺒﻼد ﻣﻦ ﺛﺮوة ﻧﻔﻄﻴﺔ وﻣﺪﻧﻴﺔ ﺣﺪﻳﺜﺔ ﻣﺘﻼﺣﻘﺔ‬ & ‫ وﻓﻴﺎ ﳉﺬوره وﺑﻴﺌﺘﻪ اﻟﺘﻲ ﻧﺸﺄ وﺗﺮﻋﺮع‬،‫ﻓﻘﺪ ﻇﻞ اﻟﺸﻴﺦ زاﻳﺪ رﻣﺰا ﻟﻠﺘﻮاﺿﻊ اﳉﻢ‬ ‫ وﻛﻤﺎ ﻳﺬﻛﺮﻧﺎ ﺑﻦ ﺣﻤﻮده ﻓﻘﺪ "ﻧﺸﺄ اﻟﺸﻴﺦ زاﻳﺪ & وﻗﺖ ﺗﺨﺘﻠﻒ ﻓﻴﻪ دوﻟﺔ‬.‫رﺑﻮﻋﻬﺎ‬ ‫ ﻓﻘﺪ ﻛﺎن اﻟﻨﺎس ﻳﻌﻴﺸﻮن ﺣﻴﺎة ﺑﺴﻴﻄﺔ‬.‫ا‬O‫ﻣﺎرات ﻋﻤﺎ ﻫﻲ ﻋﻠﻴﻪ اﻟﻴﻮم اﺧﺘﻼﻓﺎ ﻛﺒ‬7‫ا‬ ‫ ﻛﺎن اﻟﻨﺎس‬.‫ ﻣﻨﻬﺎ اﻟﻴﻮم‬O‫ﻋﻠﻰ ﺑﻌﺾ ﻣﺎ ﺗﻴﺴﺮ ﻣﻦ اﻟﻘﻮت وﺳﺒﻞ اﻟﺮاﺣﺔ اﻟﺘﻲ ﻧﻨﻌﻢ ﺑﺎﻟﻜﺜ‬ ‫ﻣﺮ اﻟﺬي ﻛﺎن‬:‫ ا‬،‫ وﻳﻌﺎﳉﻮن وﻳﻼت اﳊﺮﻣﺎن‬،‫ﻫﻨﺎ ﻳﻌﺎﻧﻮن & اﳌﺎﺿﻲ ﺷﻈﻒ اﻟﻌﻴﺶ‬ ‫ﺟﻮاء‬:‫ﻳﺘﻄﻠﺐ ﺷﺨﺼﻴﺔ ﺗﺘﺴﻢ ﺑﺎﻟﺸﺠﺎﻋﺔ واﳉﺴﺎرة ﻗﺎدرة ﻋﻠﻰ اﻟﺒﻘﺎء واﻟﻨﺠﺎة ﻣﻦ ا‬ “.‫اﳌﻨﺎﺧﻴﺔ اﻟﺼﻌﺒﺔ واﻟﻈﺮوف اﻟﺒﻴﺌﻴﺔ اﻟﻘﺎﺳﻴﺔ اﻟﺘﻲ ﻛﺎﻧﺖ ﺳﺎﺋﺪة & ﻫﺬا اﻟﺰﻣﻦ اﻟﺒﻌﻴﺪ‬ ‫وﻳﻮﺿﺢ ﺑﻦ ﺣﻤﻮده أن اﻟﻨﺠﺎة ﻣﻦ ﻫﺬه اﻟﻈﺮوف اﳋﺎﻧﻘﺔ ﻛﺎﻧﺖ ﺗﺴﺘﻠﺰم ﺟﻬﺪا ﺟﻤﺎﻋﻴﺎ‬ ‫ وﻳﻠﻘﻰ اﻟﻀﻴﻮف‬،‫ ﺣﻴﺚ ﻳﺘﺸﺎرك اﳉﻤﻴﻊ & ﻟﻘﻤﺔ اﻟﻌﻴﺶ‬،‫وﺗﻌﺎوﻧﺎ ﺑﲔ أﻓﺮاد اﺠﻤﻟﺘﻤﻊ‬ ‫ﻟﻔﺔ‬:‫ وﳝﺪ اﳉﻤﻴﻊ ﻳﺪ اﻟﻌﻮن ﳌﻦ ﻳﺤﺘﺎﺟﻬﺎ & أﺟﻮاء ﻣﻦ ا‬،‫ﺣﻔﺎوة وﻛﺮﻣﺎ ﺣﺎﲤﻴﺎ‬ .‫ ﻻ ﻃﻤﻌﺎ & ﻣﻐﻨﻢ أو ﻃﻠﺒﺎ ﻟﻠﺸﻜﺮ واﻟﻌﺮﻓﺎن‬،‫واﶈﺒﺔ‬ ‫وﻳﻌﻮد ﺑﻦ ﺣﻤﻮده وﻳﺆﻛﺪ أن اﻟﺸﻴﺦ زاﻳﺪ )رﺣﻤﻪ ا( ﻇﻞ ﻣﺘﻮاﺿﻌﺎ وﻠﺼﺎ ﻟﺸﻌﺒﻪ‬ ‫ وﻛﺎن اﻟﺸﻴﺦ زاﻳﺪ‬.‫خ اﻟﺸﻔﻮق‬:‫ وا‬،‫ وﻛﺎن داﺋﻤﺎ ﲟﺜﺎﺑﺔ اﻟﻮاﻟﺪ اﳊﻨﻮن‬.‫ووﻃﻨﻪ‬ ‫ وﻳﻨﺒﻐﻲ أن‬،‫)رﺣﻤﻪ ا( ﻳﺆﻣﻦ ﻣﻦ أﻋﻤﺎق ﻗﻠﺒﻪ أن اﻟﻨﺎس ﺳﻮاﺳﻴﺔ‬ ‫ وﻟﻴﺲ _ﺮد رﺋﻴﺴﺎ‬،‫ﻳﻜﻮن اﳊﺎﻛﻢ ﻗﺮﻳﺒﺎ ﻣﻨﻬﻢ ﻋﻠﻰ اﻟﺪوام‬ ‫ ﻳﻜﻦ ﻳﻐﻠﻖ ﺑﺎب‬E ‫ "وﻣﻦ ﻫﺬا اﳌﻨﻄﻠﻖ‬.‫ﻋﻠﻴﻬﻢ‬ ‫ ﻳﺴﺄم ﻳﻮﻣﺎ ﻣﻦ‬E‫ و‬،(‫ﻟﻠﺸﻴﺦ زاﻳﺪ )رﺣﻤﻪ ا‬ ‫ ﻣﻌﺎﻧﺎة ﺷﻌﺒﻪ وﺑﺤﺚ‬c‫اﻻﺳﺘﻤﺎع ا‬ ‫ واﻟﻌﻤﻞ ﻋﻠﻰ إﻳﺠﺎد‬،‫ﻣﺸﺎﻛﻠﻪ‬ .‫اﳊﻠﻮل اﻟﻔﻮرﻳﺔ ﻟﻬﺎ‬ ‫ﻛﺎن ﻣﺘﻔﺎﻧﻴﺎ‬ 35 ‫ وﻛﺎن ﻳﻬﺐ ﻟﻨﺠﺪﺗﻬﻢ وﺗﻘﺪﱘ اﻟﺪﻋﻢ اﻟﻼزم‬،‫ﻛﺄﺷﺪ ﻣﺎ ﻳﻜﻮن & ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎت أﺑﻨﺎء وﻃﻨﻪ‬ ‫ ﻛﺎن اﻟﺸﻴﺦ زاﻳﺪ )رﺣﻤﻪ ا( ﻳﺘﺒﻨﻰ‬.‫ﻟﻬﻢ & ﻣﻮاﺟﻬﺔ اﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﻗﺪ ﺗﻌﻦ ﻟﻬﻢ‬ ‫ وﻳﺮاﻗﺐ ﻋﻦ ﻛﺜﺐ وﺑﺸﻜﻞ ﺷﺨﺼﻲ ﻛﻞ ﻣﺮاﺣﻞ‬،‫ﻣﻮر‬:‫ﻣﻨﻬﺠﺎ ﻋﻤﻠﻴﺎ & ﻣﻌﺎﳉﺔ ا‬ ‫ ﻣﺴﺘﻌﺪا‬،‫ وﻻ ﻳﺪع _ﺎﻻ ﻟﻠﺼﺪﻓﺔ & أي ﺷﻲء ﻳﺘﻌﻠﻖ ﺑﺸﻌﺒﻪ ووﻃﻨﻪ‬،‫اﻟﺘﻄﻮر واﻟﻨﻤﻮ‬ “.‫ﻟﺘﻘﺪﱘ أﻗﺼﻰ ﻣﺎ ﻋﻨﺪه‬ ‫ﻛﻞ ﻫﺬا اﻟﺮﺻﻴﺪ اﻟﺰاﺧﺮ ﻣﻦ اﳊﻜﻤﺔ واﻟﻘﻴﺎدة واﻟﻘﻴﻢ اﻟﺘﻲ ﲢﻠﻰ ﺑﻬﺎ وﺧﻠﻔﻬﺎ اﻟﺸﻴﺦ‬ ‫ ﺑﻌﺪ أن ﺗﺮك دﻟﻴﻼ‬،‫ ﻋﻠﻰ درﺑﻪ‬O‫ ﻓﺂﺛﺮ أن ﻳﺴ‬،‫ ﻳﻜﻦ ﻟﱭ ﺣﻤﻮده أن ﻳﻀﻴﻌﻬﺎ أﺑﺪا‬E ،‫زاﻳﺪ‬ ‫ﺑﻨﺎﺋﻪ اﻟﺬﻳﻦ‬: ‫ ﻣﺎ ﺗﺮﻛﻪ اﻟﺸﻴﺦ زاﻳﺪ‬O‫رث اﻟﻌﻈﻴﻢ ﺧ‬7‫ وﻛﺎن ﻫﺬا ا‬.‫وأﺛﺮا ﻻ ﳝﺤﻮه اﻟﺰﻣﻦ‬ ،‫ ﻓﻬﺎ ﻫﻮ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺧﻠﻴﻔﺔ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن‬.‫ﳝﺸﻮن ﻋﻠﻰ أﺛﺮه اﻟﻴﻮم‬ ‫ وأﺧﻮه اﻟﻔﺮﻳﻖ أول ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ زاﻳﺪ آل‬- ‫ ﺣﻔﻈﻪ ا ورﻋﺎه‬- ‫رﺋﻴﺲ اﻟﺪوﻟﺔ‬ ‫ وإﺧﻮاﻧﻬﻤﺎ ﻳﺸﺎرﻛﻮن‬،‫ﻋﻠﻰ ﻟﻠﻘﻮات اﳌﺴﻠﺤﺔ‬:‫ ﻧﺎﺋﺐ اﻟﻘﺎﺋﺪ ا‬،‫ و ﻋﻬﺪ أﺑﻮﻇﺒﻲ‬،‫ﻧﻬﻴﺎن‬ ‫ ﻠﺼﲔ وﻣﺘﻔﺎﻧﲔ ﻣﻦ أﺟﻞ ﺗﻨﻤﻴﺔ وﺗﻄﻮﻳﺮ‬،‫أﺑﺎﻫﻢ ﻣﺒﺎدﺋﻪ اﻟﻌﺎﻟﻴﺔ ﻟﻠﻤﺴﺆوﻟﻴﺔ اﻟﻮﻃﻨﻴﺔ‬ ‫ "ﻓﺈﻧﻬﻢ ﻋﻠﻰ أﻫﺒﺔ اﻻﺳﺘﻌﺪاد‬،‫ وﻛﻤﺎ ﻳﻘﻮل ﺑﻦ ﺣﻤﻮده‬.‫وﺗﻌﺰﻳﺰ أﻣﻦ ورﺧﺎء اﳌﻮاﻃﻨﲔ‬ ،‫ وﺗﻘﺪﱘ ﻳﺪ اﻟﻌﻮن ﻟﻠﻤﺤﺘﺎﺟﲔ & أﺳﺮع وﻗﺖ ﳑﻜﻦ‬،‫ﻟﻠﺘﻀﺤﻴﺔ ﺑﺎﻟﻐﺎ واﻟﻨﻔﻴﺲ‬ ‫ ﻓﻀﺮﺑﻮا أروع‬،‫ ﺟﻌﻠﻮا ﻣﻦ أﻧﻔﺴﻬﻢ ﻗﺪوة‬.‫وإدﺧﺎل اﻟﺒﻬﺠﺔ ﻋﻠﻰ ﻧﻔﻮس أﺑﻨﺎء اﻟﺪوﻟﺔ‬ ‫ ﻳﻜﻮﻧﺎ‬E ‫ أن ﻓﻠﺴﻔﺘﻬﻢ وﻣﻨﻬﺠﻬﻢ & اﳊﻴﺎة‬O‫ ﻏ‬.O‫ﺣﺴﺎن وأﻋﻤﺎل اﳋ‬7‫ﻣﺜﻠﺔ & ا‬:‫ا‬ ‫ﺧﻼق ﳕﻮذﺟﺎ ﻓﺮﻳﺪا‬:‫ ﺑﻞ ﻛﺎن ﻟﻘﻴﺎدﺗﻬﻢ اﳌﺰداﻧﺔ ﺑﺎ‬،‫ﻟﻬﺎم أﺑﻨﺎء اﻟﻮﻃﻦ‬7 ‫ﻓﺤﺴﺐ ﻣﺼﺪرا‬ “.‫ﻳﺘﺒﺎرى اﳉﻤﻴﻊ & اﻻﻗﺘﺪاء ﺑﻪ & ﻋﺎﳌﻨﺎ اﳌﻌﺎﺻﺮ‬ ‫ﻳﺔ‬9‫اﳌﺒﺎدرات اﳋ‬ ‫ "إذا‬:‫اﻗﺘﺪاء ﺑﺎﳊﺪﻳﺚ اﻟﺸﺮﻳﻒ اﻟﺬي أوﺻﺎﻧﺎ ﻓﻴﻪ اﻟﻨﺒﻲ ﻤﺪ )ﺻﻠﻰ ا ﻋﻠﻴﻪ وﺳﻠﻢ( ﺑﻘﻮﻟﻪ‬ ‫ ﺻﺪﻗﺔ ﺟﺎرﻳﺔ أو ﻋﻠﻢ ﻳﻨﺘﻔﻊ ﺑﻪ أو وﻟﺪ ﺻﺎﻟﺢ ﻳﺪﻋﻮ‬:‫ﻣﺎت اﺑﻦ آدم اﻧﻘﻄﻊ ﻋﻤﻠﻪ إﻻ ﻣﻦ ﺛﻼث‬ ‫ وﺗﺄﺳﻴﺎ ﺑﺎﻟﺸﻴﺦ زاﻳﺪ )رﺣﻤﻪ‬،‫ﺳﻼم اﻟﺘﻲ ﲢﺚ ﻋﻠﻰ اﻟﺒﺬل واﻟﻌﻄﺎء‬7‫ وإﺗﺒﺎﻋﺎ ﻟﺘﻌﺎﻟﻴﻢ ا‬،“.‫ﻟﻪ‬ .‫ﻳﺔ داﺧﻞ اﻟﺪوﻟﺔ وﺧﺎرﺟﻬﺎ‬O‫ﻧﺴﺎﻧﻴﺔ واﳋ‬7‫ﻋﻤﺎل ا‬¤‫ ﻓﻘﺪ ﻛﺮس ﺑﻦ ﺣﻤﻮده ﺟﻬﻮده ﻟ‬،(‫ا‬ ‫ ﻓﻘﺪ ﺿﻤﺖ‬،‫ﻓﻌﺎل‬:‫ ﺗﻘ|ن ﺑﺎ‬E ‫ﻗﻮال ﻻ ﻗﻴﻤﺔ ﻟﻬﺎ إن‬:‫وﻣﻦ ﻣﻨﻄﻠﻖ إﳝﺎن راﺳﺦ ﺑﺄن ا‬ ‫ وﻗﻒ ﻣﺒﻨﻰ ﲡﺎري & ﻣﺪﻳﻨﺔ ﺑﻨﻲ ﻳﺎس ﻟﺼﺎﻟﺢ اﻟﻬﻴﺌﺔ‬،‫ﻳﺔ‬O‫أﻋﻤﺎل ﺑﻦ ﺣﻤﻮده اﳋ‬ ‫ ﻓﻀﻼ ﻋﻦ ﺗﻋﺎت ﳌﺆﺳﺴﺔ ﻤﺪ ﺑﻦ راﺷﺪ آل‬،‫وﻗﺎف‬:‫ﺳﻼﻣﻴﺔ وا‬7‫اﻟﻌﺎﻣﺔ ﻟﻠﺸﺆون ا‬ ‫ وإﻧﺸﺎء ﻣﺴﺘﺸﻔﻰ‬،‫ﻧﺴﺎﻧﻴﺔ ﻟﺸﺮاء ﻣﻌﺪات ﻃﺒﻴﺔ ﺣﺪﻳﺜﺔ‬7‫ﻳﺔ وا‬O‫ﻋﻤﺎل اﳋ‬¤‫ﻣﻜﺘﻮم ﻟ‬ .‫ﻟﻌﻼج أﻣﺮاض اﻟﻌﻴﻮن & ﻗﻄﺎع ﻏﺰة‬ Sheikh Zayed never forgot those values, and he remained modest and devoted to the people of his country. He was both their father and brother. Sheikh Zayed vehemently believed that all men were equal and that a ruler should always be close to all his people, not just the leaders of the community. Accordingly, his door was always open, and he never tired of hearing people’s grievances and discussing their problems. He was attentive to the needs, opportunities, and challenges that faced his people. He moved quickly to support them. He adopted a ‘hands on’ approach to his leadership, personally monitoring all developments closely because he preferred not to leave to chance anything that related to his people or country. It did not matter what time of day or night it was, Sheikh Zayed’s selﬂess dedication to his people meant that he demanded the utmost from himself. Bin Hamoodah has embraced the wisdom, leadership, and virtues of Sheikh Zayed just as Sheikh Zayed’s sons continue his legacy by following the principles of leadership taught to them by their father. Sheikh Khalifa Bin Zayed Al Nahyan, President of the UAE and Ruler of Abu Dhabi , the Crown Prince of Abu Dhabi, Sheikh Mohammed Bin Zayed Al Nahyan, and their brothers share their father’s high standards of national responsibility and remain deeply committed to the development, security, and well-being of the country’s citizens. As Bin Hamoodah, notes, they are prepared to make sacriﬁces and waste no time extending assistance to the needy and joy to the sons and daughters of the UAE. They lead by example, and their philanthropic endeavors 34 know no bounds. Not only is their philosophy and approach a source of great inspiration but their moral leadership is also a characteristic that is all too important in today’s modern society. Like Bin Hamoodah, people do well to follow in their footsteps. They remind us to be human, today, tomorrow, and always. Charitable Initiatives “When a man dies, all of his deeds are terminated except for three: an ongoing charity he leaves behind, a knowledge he imparts, from which others beneﬁt and a virtuous son or daughter who prays for him and asks for forgiveness on his behalf”. The Prophet Mohammed (Peace be upon him) In accordance with his Islamic beliefs and following the example set by Sheikh Zayed and his children, Bin Hamoodah and the Bin Hamoodah Group are deeply committed to humanitarian and philanthropic endeavors in the UAE and other parts of the world. Their charitable initiatives have included the endowment of a Bani Yas commercial building to the General Authority for Islamic Affairs and a donation of 1,000,000 AED to the Mohammed Bin Rashid Al Maktoum Foundation to provide modern medical equipment and When a man dies, all of his deeds are terminated except for three: an ongoing charity he leaves behind, a knowledge he imparts, from which others beneﬁt ‫ ﺗﺨﺼﺺ _ﻤﻮﻋﺔ ﺑﻦ ﺣﻤﻮده ﻛﻞ ﻋﺎم ﻣﺒﺎﻟﻎ ﺿﺨﻤﺔ ﺗﻨﻔﻘﻬﺎ‬،‫وﻓﻮق ﻫﺬا‬ ‫ ﺑﻨﺎء ﻟﻠﻤﺴﺎﺟﺪ واﳌﺪارس‬c‫ﺿﺎﻓﺔ إ‬7‫ﻋﻠﻰ اﶈﺘﺎﺟﲔ & اﻟﺪوﻟﺔ واﳋﺎرج ﺑﺎ‬ .‫واﳌﺴﺘﺸﻔﻴﺎت‬ ‫ اﻟﺪوﻟﺔ‬O ‫ﻣﻌﻴﺎر ﺟﺪﻳﺪ ﻟﻠﺘﻌﻠﻴﻢ‬ ‫ ﻓﺈﻧﻪ ﻳﻘﺘﻔﻲ أﺛﺮ‬،‫ﻳﺔ اﻟﻌﺎﳌﻴﺔ اﻟﺘﻲ ﻳﻀﻄﻠﻊ ﺑﻬﺎ ﺑﻦ ﺣﻤﻮده‬O‫ﻧﺸﻄﺔ اﳋ‬:‫ﻓﻀﻼ ﻋﻦ ا‬ ،‫ وﻳﺮى ﺑﻦ ﺣﻤﻮده‬.‫اﻟﺸﻴﺦ زاﻳﺪ ورؤﻳﺘﻪ & اﻻرﺗﻘﺎء ﺑﺎﻟﺘﻌﻠﻴﻢ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ & اﻟﺪوﻟﺔ‬ ،O‫أن "اﻟﺸﺨﺺ اﶈﻈﻮظ ﺑﺤﻖ ﻫﻮ اﻟﺬي ﻳﺴﺘﻐﻞ ﻛﻞ ﻣﺎ ﻳﻌﻦ ﻟﻪ ﻣﻦ ﻓﺮص ﻟﻔﻌﻞ اﳋ‬ ‫“ و& ﳕﻮذج راﺋﻊ وﻋﺎل ﻣﻦ‬.‫ وأﻫﻢ ﺷﻲء أن ﻳﻄﺒﻖ ﻣﺎ ﻳﺪﻋﻮ إﻟﻴﻪ‬،‫واﻟﻘﻴﺎم ﺑﻌﻤﻞ ﺟﻴﺪ‬ ‫ ﻓﻘﺪ ﺗع ﺑﻦ ﺣﻤﻮده ﲟﺒﻠﻎ ﻋﺸﺮة ﻣﻼﻳﲔ درﻫﻢ ﳉﺎﻣﻌﺔ‬،‫اﳌﺴﺆوﻟﻴﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ وﻛﺎن ﻟﻬﺬه اﳌﺒﺎدرة اﻟﺴﺒﻖ ﻋﻠﻰ‬.‫زاﻳﺪ ﻟﺘﺄﺳﻴﺲ ﻛﺮﺳﻲ أﺳﺘﺎذﻳﺔ & اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ‬ ‫ ﺣﻴﺚ إن ﻫﺬا اﻟﻜﺮﺳﻲ ﻳﻌﺪ أول وﻗﻒ ﺗﻌﻠﻴﻤﻲ‬،‫ﻣﺎرات‬7‫ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ & ا‬:‫ﺻﻌﻴﺪ ا‬ ‫ ﺑﻞ ﳝﺘﺪ‬،‫ وﻻ ﻳﻘﺘﺼﺮ ذﻟﻚ ﻋﻠﻰ ﻣﺎ ﻳﻀﻴﻔﻪ ﳉﺎﻣﻌﺔ زاﻳﺪ‬.‫& ﺟﺎﻣﻌﺔ ﺣﻜﻮﻣﻴﺔ & اﻟﺪوﻟﺔ‬ ‫ ﻛﻤﺎ أﻧﻪ ﻳﻌﺰز وﺑﺪرﺟﺔ‬،‫أﺛﺮه ﻟﺘﻠﺒﻴﺔ اﻻﺣﺘﻴﺎﺟﺎت اﳌﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﺼﺤﺔ اﻟﻌﺎﻣﺔ & اﻟﺪوﻟﺔ‬ ‫ وﳝﻨﺢ ﻛﺮﺳﻲ ﺑﻦ ﺣﻤﻮده‬.‫ﻣﻮر اﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ‬:‫ة ﻣﻦ درﺟﺔ اﻟﻮﻋﻲ ﺑﺎ‬O‫ﻛﺒ‬ .‫& اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ اﻟﻔﺮﺻﺔ ﻟﻄﻠﺒﺔ ﺟﺎﻣﻌﺔ زاﻳﺪ ﻟﻴﻜﻮﻧﻮا روادا & ﻫﺬا اﺠﻤﻟﺎل‬ , ‫اﻟﻮﻋﻲ ﲟﺒﺎدىء اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ‬ ‫ﻣﻮر اﻟﺘﻲ ﺗﺘﺼﺪر‬:‫ي دوﻟﺔ ﻟﻬﻲ ﻣﻦ ا‬: ‫إن ﺑﻦ ﺣﻤﻮده ﻳﺪرك ﲤﺎﻣﺎ أن اﻟﺮﻋﺎﻳﺔ اﻟﺼﺤﻴﺔ‬ ‫ﻣﺎرات ﻟﻴﺴﺖ ﲟﻌﺰل ﻋﻦ‬7‫ ودوﻟﺔ ا‬،‫ ﻣﻦ ﻗﻀﺎﻳﺎ وﲢﺪﻳﺎت‬E‫& أﻫﻤﻴﺘﻬﺎ ﻣﺎ ﻳﻮاﺟﻬﻪ اﻟﻌﺎ‬ ‫ وﻣﺎ ﻳﻨﺪرج‬،‫ ﻣﺴﺆوﻟﻴﺎت اﳊﻜﻮﻣﺔ ﻫﻨﺎ‬c‫ ﺑﻞ إن اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ ﺗﻌﺪ واﺣﺪة ﻣﻦ أو‬،‫ذﻟﻚ‬ ‫ وﻛﻴﻒ ﻳﺆﺛﺮ ذﻟﻚ ﻋﻠﻰ ﺻﺤﺘﻬﻢ‬،‫ﲢﺖ ذﻟﻚ ﻣﻦ أﺳﻠﻮب ﺣﻴﺎة اﻟﻨﺎس وﳕﻂ ﻋﻴﺸﻬﻢ‬ .‫وراﺣﺘﻬﻢ وﺳﻌﺎدﺗﻬﻢ‬ 37 Prophet Mohammed (Peace be upon him) said: “Sufficient for any son of Adam are some morsels to keep his back straight.” He considered the stomach the cause of illness and divided it into three parts: one third each for food, drink, and breath. Today many people tend to use all three parts for food. The result is that more and more citizens are suffering from diseases that cost the UAE government billions of dirhams. Well-educated citizens need to deal with public health problems of that sort. Bin Hamoodah’s gift will enable Zayed University to strengthen its faculty with a scholar of public health who will exercise great inﬂuence on the education provided ZU students and on matters related to public health in the UAE. Safeguarding Society’s Values The importance of education to national progress and a prosperous, strong nation has long been recognized by the leaders in the UAE, who, starting with Sheikh Zayed, have spared no expense to establish a sound education system for the country’s future leaders. As noted by Bin Hamoodah, it is important that the government continue to build upon that foundation by ensuring that it appoints highly accomplished teachers and that the educational system continues to meet the needs of UAE society. ‫ﺑﻦ ﺣﻤﻮده ﻳﺸﺎرك & أﺣﺪى ﺟﻠﺴﺎت اﻟﻨﻘﺎش ﻟﻠﻤﺠﻠﺲ اﻟﻮﻃﻨﻲ اﻻﲢﺎدي‬ Bin Hamoodah participating in one of the Federal National Council discussions However, it is of the utmost importance that individuals are not solely measured upon their level of academic attainment, job, or title. Individuals are much more than that; they are also the sum of their values, traditions, culture, and history. Although Sheikh Zayed wanted progress for the UAE and wanted people to excel academically, he never wanted them to lose sight of their values. That sentiment is also & ‫ ﺣﺪ ﺑﻌﻴﺪ‬c‫ ﻓﺈن اﳌﺪﻧﻴﺔ وأﳕﺎط اﳊﻴﺎة اﳉﺪﻳﺪة ﻗﺪ أﺛﺮت إ‬، ‫وﻛﻤﺎ أوﺿﺢ ﺑﻦ ﺣﻤﻮدة‬ ‫ا ﺑﻨﻮﻋﻴﺔ‬O‫ وﻣﺎ ﲤﺨﺾ ﻋﻦ ذﻟﻚ ﻣﻦ _ﺘﻤﻊ ﺧﺎﻣﻞ ﻛﺴﻮل ﻻ ﻳﻌﺒﺄ ﻛﺜ‬،‫اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ‬ ‫ "ﻣﺎ‬:‫ وﻗﺪ أوﺻﺎﻧﺎ اﻟﻨﺒﻲ )ﺻﻠﻰ ا ﻋﻠﻴﻪ وﺳﻠﻢ( ﺑﻘﻮﻟﻪ‬.‫أو ﻛﻤﻴﺔ اﻟﻐﺬاء اﻟﺬي ﻳﺘﻨﺎوﻟﻪ‬ ‫ ﻓﺈن ﻛﺎن ﻻ ﺎﻟﺔ‬،‫ ﺑﺤﺴﺐ اﺑﻦ آدم أﻛﻼت ﻳﻘﻤﻦ ﺻﻠﺒﻪ‬،‫ ﻣﻦ ﺑﻄﻦ‬j‫ آدﻣﻲ وﻋﺎء ﺷﺮ‬¤‫ﻣ‬ ‫ و& ﺗﻨﺎﻗﺾ ﺻﺎرخ ﻣﻊ ﻫﺬه اﻟﻮﺻﺎﻳﺎ‬.“‫ وﺛﻠﺚ ﻟﻨﻔﺴﻪ‬،‫ وﺛﻠﺚ ﻟﺸﺮاﺑﻪ‬،‫ﻓﺜﻠﺚ ﻟﻄﻌﺎﻣﻪ‬ ‫ ﻳﺰداد ﻋﺪد‬،‫ وﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‬.‫ﺛﻼث ﺑﺎﻟﻄﻌﺎم ﻓﻘﻂ‬:‫ ﻓﺈن اﻟﻨﺎس اﻟﻴﻮم ﳝﻠﺆون ﻫﺬه ا‬،‫اﻟﻘﻴﻤﺔ‬ ‫ﻣﺎرات ﻣﻠﻴﺎرات اﻟﺪراﻫﻢ ﻛﻞ‬7‫ﻣﺮاض اﻟﺘﻲ ﺗﻜﻠﻒ ﺣﻜﻮﻣﺔ ا‬:‫اﳌﻮاﻃﻨﲔ اﻟﺬﻳﻦ ﻳﻌﺎﻧﻮن ﻣﻦ ا‬ ‫ﻣﻮال‬:‫ وﺧﺴﺎرة ا‬،‫ وﻣﻦ اﻟﺴﻬﻮﻟﺔ أن ﻧﺘﺠﻨﺐ اﳌﻌﺎﻧﺎة‬،O‫ ﺑﺎﻟﺮﻏﻢ ﻣﻦ أن اﳊﻞ ﻳﺴ‬،‫ﻋﺎم‬ ‫ ﻗﻠﺔ‬c‫ أن اﳌﺸﻜﻠﺔ ﺗﻌﻮد & ﺟﺰء ﻣﻨﻬﺎ إ‬O‫ ﻏ‬.‫واﳌﻮارد ﺑﺘﺒﻨﻲ أﺳﻠﻮب ﺣﻴﺎة أﻓﻀﻞ‬ & ‫ ﺧﺎﺻﺔ ﻣﻦ ﻗﺒﻞ اﻟﻮاﻟﺪﻳﻦ اﻟﺬﻳﻦ ﻳﺘﻤﻨﻮن أن ﻳﺠﻨﺒﻮا أﺑﻨﺎءﻫﻢ ﻣﺮارة ﻣﺎ ﻋﺎﻧﻮه‬،‫اﻟﻮﻋﻲ‬ .‫اﳌﺎﺿﻲ‬ ‫”إن ﻋﻠﻰ ﻛﻞ ﻣﻮاﻃﻦ دور ﻳﺠﺐ أن ﻳﻘﻮم ﺑﻪ وﻣﺴﺆوﻟﻴﺔ ﻳﻨﺒﻐﻲ أن ﻳﻀﻄﻠﻊ ﺑﻬﺎ ﻧﺤﻮ‬ ‫ ﻻﺑﺪ ﻣﻦ إدراج‬،c‫ وﻛﺨﻄﻮة ﻋﻤﻠﻴﺔ أو‬.‫ وأﺑﻨﺎﺋﻪ و_ﺘﻤﻌﻪ ﺑﺸﺄن اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ‬،‫ﻧﻔﺴﻪ‬ ‫“ ﻟﻜﻦ ﺑﻦ ﺣﻤﻮده ﻳﺮى أن اﻟﺘﻤﺮﻳﻨﺎت وﺣﺪﻫﺎ ﻻ‬.‫اﻟﺘﺪرﻳﺒﺎت اﻟﺮﻳﺎﺿﻴﺔ & ﺣﻴﺎﺗﻨﺎ اﻟﻴﻮﻣﻴﺔ‬ ‫ ﻓﺎﻟﻮﻋﻲ واﻟﺘﻌﻠﻴﻢ ﻫﻲ ﲢﺪﻳﺎت رﺋﻴﺴﺔ ﺗﻄﺮﺣﻬﺎ اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ وﻻ ﺗﻨﻔﺼﻢ‬،‫ﺗﻜﻔﻲ‬ ‫ ﻛﻴﻒ ﳝﻜﻦ أن ﺗﺼﺒﺢ اﳌﻤﺎرﺳﺎت اﻟﺼﺤﻴﺔ‬،‫ﺑﻨﺎء‬:‫ "ﻓﻤﻦ اﻟﻀﺮوري أن ﻳﺘﻌﻠﻢ ا‬.‫ﻋﻨﻬﺎ‬ ‫“ وﻳﻮﺿﺢ أﻧﻪ‬.‫ﻋﺎدة ﻳﻘﻮﻣﻮن ﺑﻬﺎ ﺑﺎﻟﺴﻠﻴﻘﺔ وﻛﻴﻒ ﺗﺼﺒﺢ ﺟﺰءا ﻻ ﻳﺘﺠﺰأ ﻣﻦ ﺣﻴﺎﺗﻬﻢ‬ ‫ة وﻋﻈﻴﻤﺔ & ﺗﺮﺑﻴﺔ‬O‫ﻣﻬﺎت ﻣﺴﺆوﻟﻴﺔ ﻛﺒ‬:‫ ﺗﻘﻊ ﻋﻠﻰ ﻛﺎﻫﻞ ا‬،‫ﻟﺘﺤﻘﻴﻖ ﻫﺬا اﻟﻐﺮض‬ an ophthalmology hospital in the Gaza strip. Every year the Bin Hamoodah Group allocates and releases funds for those in need all over the world, not just the UAE, and their projects concentrate on the provision of mosques, schools, or hospitals. For example, they have built Islamic Centers in Kazakhstan, Kirgizstan, and Albania. A New Benchmark for Educational Philanthropy in the UAE Bin Hamoodah seizes new opportunities to do good deeds. In a wonderful example of social responsibility, he recently donated 10,000,000 AED for the Bin Hamoodah Endowed Chair for Public Health at Zayed University. It was a groundbreaking move for educational philanthropic activities in the UAE because the Bin Hamoodah Chair is the ﬁrst endowed chair at Zayed University and at any federal university in the UAE. The endowed chair is enormously important and has far reaching implications. Not only does it add gravity to the educational reputation of Zayed University but it also helps to address present and future public health needs of the UAE and to promote greater awareness of public health issues. The endowed chair vastly increases the possibility that some Zayed University students will become public health leaders in the UAE. Public Health Awareness Bin Hamoodah is acutely aware that promoting and protecting the health of a nation’s population are very important activities and prime responsibilities of UAE government. How people live their lives affects their health and well-being. As Bin Hamoodah points out, our new urban lifestyle has greatly affected public health by creating a sedentary society that has little consideration for appropriate diet or exercise. The 36 ‫‪Bin Hamoodah Chair is‬‬ ‫‪the ﬁrst endowed chair‬‬ ‫‪at any federal university‬‬ ‫‪in the UAE‬‬ ‫ا‪:‬ﺑﻨﺎء وﺗﻌﻠﻴﻤﻬﻢ وﺗﺪرﻳﺒﻬﻢ‪ ،‬ﻓﻀﻼ ﻋﻦ أن ﺗﻜﻦ & ﺑﺎدىء‬ ‫ا‪:‬ﻣﺮ ﻗﺪوة ﺣﺴﻨﺔ ﻟﻬﻢ ﺗﺪﻓﻌﻬﻢ ﺑﺎ‪:‬ﻓﻌﺎل ﻗﺒﻞ ا‪:‬ﻗﻮال ﻋﻠﻰ اﻟﺘﺄﺳﻲ ﺑﻬﻦ‪" .‬ﻛﻤﺎ أن‬ ‫اﳌﺪارس ﻟﺪﻳﻬﺎ ﻓﺮﺻﺔ ﺳﺎﻧﺤﺔ ﻟﺘﻨﻤﻴﺔ اﻟﻮﻋﻲ ﻟﺪى ا‪:‬ﻃﻔﺎل‪ ،‬واﻟﻘﻴﺎم ﺑﺬﻟﻚ ﺑﺸﻜﻞ‬ ‫ﻋﻤﻠﻲ‪ ،‬ﻣﻦ ﺧﻼل ﺗﻘﺪﱘ وﺟﺒﺎت ﺻﺤﻴﺔ ﻟﻬﻢ‪ ،‬وإدراج ﺣﺼﺺ ﻟﻠ|ﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ &‬ ‫اﳌﻨﻬﺞ اﻟﺪراﺳﻲ‪“.‬‬ ‫‪38‬‬ ‫ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺧﻠﻴﻔﺔ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن‪ ،‬رﺋﻴﺲ اﻟﺪوﻟﺔ وﺳﻤﻮ اﻟﺸﻴﺦ ﻃﺤﻨﻮن ﺑﻦ ﻤﺪ آل ﻧﻬﻴﺎن وﺳﻌﺎدة ﻤﺪ ﺑﻦ ﻋﺒﺪاﻟﻠّﻪ ﺑﻦ ﺑﺮوك وﺳﻌﺎدة ﻓﺮج ﺑﻦ ﺣﻤﻮده‬ ‫‪H.H. Sheikh Khalifa bin Zayed Al Nahyan, President of the UAE, H.H. Sheikh Tahnoon bin Mohammed Al Nahyan, H.E. Mohammed bin Abdullah bin Brook and‬‬ ‫‪H.E. Faraj bin Hamoodah‬‬ ‫‪39‬‬ ‫اﳊﻔﺎظ ﻋﻠﻰ ﻗﻴﻢ اﺠﻤﻟﺘﻤﻊ‬ ‫‪important to Bin Hamoodah. Responsibility toward the development of‬‬ ‫‪moral character is vital, not least because citizens who are raised well‬‬ ‫‪have good principles, are respectful, and bring great pride and beneﬁt‬‬ ‫‪to their community.‬‬ ‫‪Acting on Sheikh Zayed’s belief that “he who does not know his past‬‬ ‫إن أﻫﻤﻴﺔ اﻟﺘﻌﻠﻴﻢ & ﺗﻘﺪم ا‪:‬ﻣﺔ وﻗﻮﺗﻬﺎ ورﺧﺎﺋﻬﺎ ﻟﻄﺎﳌﺎ ﻧﺎدى ﺑﻪ وﺗﺒﻨﺎه اﻟﺸﻴﺦ زاﻳﺪ‬ ‫ﺑﺈﻧﺸﺎء ﻧﻈﺎم ﺗﻌﻠﻴﻤﻲ ﻋﺎﳌﻲ‪" .‬وﻻ ﻳﻘﻞ ﻋﻦ ذﻟﻚ أﻫﻤﻴﺔ أن ﻧﻌﻲ ﲤﺎﻣﺎ أن اﻟﻔﺮد ﻻ ﻳﻘﻴﻢ‬ ‫ﻓﻘﻂ ﲟﺪى ﻣﺎ ﺣﺼﻞ ﻋﻠﻴﻪ ﻣﻦ ﺗﻌﻠﻴﻢ أو ﺷﻬﺎدات أﻛﺎدﳝﻴﺔ‪ ،‬أو ﺣﺘﻰ وﻇﻴﻔﺔ ﻳﻌﻤﻞ‬ ‫ﺑﻬﺎ أو ﻟﻘﺐ ﺣﺎزه‪ ،‬ﺑﻞ إﻧﻪ أﻛ ﻣﻦ ذﻟﻚ ﺑﻜﺜ‪ .O‬إن اﳌﻮاﻃﻦ اﻟﺼﺎﻟﺢ ﻫﻮ ﻣﺰﻳﺞ ﻣﻦ اﻟﻘﻴﻢ‬ ‫واﻟﺘﻘﺎﻟﻴﺪ واﻟﻌﺎدات واﻟﺜﻘﺎﻓﺔ واﻟﺘﺎرﻳﺦ‪ “.‬ﻓﺎﻟﺸﻴﺦ زاﻳﺪ )رﺣﻤﻪ ا( ﻛﺎن ﻳﻨﺸﺪ اﻟﺘﻘﺪم‬ ‫ﻟﺒﻼده‪ ،‬وﻛﺎن ﻳﺤﻠﻢ ﺑﺘﻔﻮق أﺑﻨﺎء وﻃﻨﻪ‪ ،‬إﻻ أﻧﻪ ‪ E‬ﻳﺮد أﺑﺪا ﲡﺎﻫﻞ ﻗﻴﻤﻨﺎ ا‪:‬ﺻﻴﻠﺔ‪ .‬وﻳﻘﻮل‬ ‫"إن اﳌﻮاﻃﻨﲔ اﻟﺼﺎﳊﲔ ﻳﺘﺤﻠﻮن ﺑﺎﳌﺒﺎدئ واﻻﺣ|ام ﻟﻶﺧﺮﻳﻦ‪ ،‬وﻳﺼﺒﺤﻮن ﻣﺼﺪر ﻓﺨﺮ‬ ‫ﻟﺒﻼدﻫﻢ‪“.‬‬ ‫وإﳝﺎﻧﺎ ﺑﻜﻠﻤﺎت اﻟﺸﻴﺦ زاﻳﺪ اﻟﺘﻲ ﻗﺎل ﻓﻴﻪ "إن اﻟﺘﺎرﻳﺦ ﺳﻠﺴﻠﺔ ﻣﺘﺼﻠﺔ ﻣﻦ ا‪:‬ﺣﺪاث‬ ‫وﻣﺎ اﳊﺎﺿﺮ إﻻ اﻣﺘﺪاد ﻟﻠﻤﺎﺿﻲ‪ ،‬وﻣﻦ ﻻ ﻳﻌﺮف ﻣﺎﺿﻴﻪ ﻟﻦ ﻳﻔﻬﻢ ﺣﺎﺿﺮه‪ ،‬وﻟﻦ ﻳﻜﻮن‬ ‫ﻣﺴﺘﻌﺪا ﻟﻠﻤﺴﺘﻘﺒﻞ‪ “.‬ﻓﺈن ﺑﻦ ﺣﻤﻮده ﻳﺸﺪد ﻋﻠﻰ أﻫﻤﻴﺔ أن ﻳﻬﺘﻢ اﳌﻮاﻃﻨﻮن‬ ‫ﺑﺘﺎرﻳﺨﻬﻢ وﺗﺮاﺛﻬﻢ وﻟﻐﺘﻬﻢ وﻋﺎداﺗﻬﻢ وﺗﻘﺎﻟﻴﺪﻫﻢ وﻫﻮﻳﺘﻬﻢ‪.‬‬ ‫‪will not understand the present nor will be able to prepare for the‬‬ ‫‪future,” Bin Hamoodah emphasizes the important need for Zayed‬‬ ‫‪University students to preserve their history, heritage, language,‬‬ ‫‪traditions, and identity. It is in remembering Emirati heritage and‬‬ ‫‪upholding traditional values from a time when it took great skill to‬‬ ‫‪survive that today’s citizens can draw upon the characteristics of‬‬ ‫‪those courageous people to overcome the challenges of the present‬‬ ‫‪and conﬁdently guide their future lives.‬‬ ‫وﻛﻤﺎ رأﻳﻨﺎ ﻓﻘﺪ ﻛﺎن اﻟﻨﺎس & اﳌﺎﺿﻲ ﻗﺎﻧﻌﻮن ﲟﺎ ﻟﺪﻳﻬﻢ‪ ،‬ﻳﺴﺎﻋﺪ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ‪،‬‬ ‫ﻣﻦ دون اﻧﺘﻈﺎر ‪:‬ﺟﺮ أو ﻣﻜﺎﻓﺄة‪ .‬وﻳﺸ‪ O‬ﺑﻦ ﺣﻤﻮدة إ‪ c‬أن ﻫﺬه ﻫﻲ اﻟﻨﻤﺎذج اﳊﻘﻴﻘﻴﺔ‬ ‫ﻟ´ﻧﺴﺎﻧﻴﺔ & أﺑﻠﻎ ﺻﻮرﻫﺎ‪" .‬إن اﳌﺎﺿﻲ ﳝﻜﻦ أن ﻳﺸﻜﻞ أﺳﺎﺳﺎ ﺻﻠﺒﺎ راﺳﺨﺎ ﻧﻨﻄﻠﻖ‬ ‫ﻣﻦ ﺧﻼﻟﻪ ﻧﺤﻮ اﳌﺴﺘﻘﺒﻞ‪ .‬إﻧﻨﺎ وﻧﺤﻦ ﻧﺤﺚ اﳋﻄﻰ ﻧﺤﻮ اﳌﺴﺘﻘﺒﻞ ﻧﺸﻌﺮ ﺑﺎﻻﻣﺘﻨﺎن‬ ‫‪:‬ن ﻟﺪﻳﻨﺎ اﻟﻜﺜ‪ O‬واﻟﻜﺜ‪ ،O‬ﻣﺎ ﻳﺠﻌﻠﻨﺎ ﻧﺤﻠﻢ ﺑﺮؤﻳﺔ اﳌﺰﻳﺪ ﻣﻦ ا‪7‬ﳒﺎزت اﻟﺒﺎرزة & دوﻟﺔ‬ ‫ا‪7‬ﻣﺎرات‪“.‬‬ ‫‪Every society needs visionary leaders who derive a sense of purpose‬‬ ‫‪from compassion and service. Bin Hamoodah is such a leader. His‬‬ ‫‪footprints leave a message that a man can perform great deeds,‬‬ ‫‪exhibit the compassion of Islamic values, and act in accord with‬‬ ‫‪Sheikh Zayed’s values and vision for the United Arab Emirates.‬‬ ‫إن ﻛﻞ _ﺘﻤﻊ & ﺣﺎﺟﺔ إ‪ c‬ﻗﺎدة ﻣﻠﻬﻤﲔ ﻟﺪﻳﻬﻢ رؤﻳﺔ واﺿﺤﺔ وﺑﺼ‪O‬ة ﺛﺎﻗﺒﺔ‬ ‫ﻳﺠﻌﻠﻮن ﳊﻴﺎﺗﻬﻢ ﻫﺪﻓﺎ وﻏﺎﻳﺔ ﻣﺴﺘﻤﺪا ﻣﻦ اﻟﺸﻌﻮر ﺑﺎﻟﺮﺣﻤﺔ واﻟﻌﻄﻒ‪ ،‬واﻟﺮﻏﺒﺔ‬ ‫& ﺧﺪﻣﺔ وﻣﺴﺎﻋﺪة اﺧﺮﻳﻦ‪ .‬وﻫﺬا ﻣﺎ ﻧﺮاه & ﻓﺮج ﺑﻦ ﺣﻤﻮده‪ ،‬اﻟﺬي ﻗﺎم ﺑﺄﺷﻴﺎء‬ ‫ﻋﻈﻴﻤﺔ‪ .‬وﻟﻘﺪ ﻛﺎن وﺳﻴﻈﻞ ﻣﺼﺪر إﻟﻬﺎم ﻋﻠﻰ ﺻﻌﻴﺪ اﻟﺒﺬل واﻟﻌﻄﺎء‪ ،‬اﻟﺬي ﻳﺆﻣﻦ ﺑﺄﻧﻪ‬ ‫ﻟﻴﺲ _ﺮد ﻓﺮض أو واﺟﺐ ﻳﻠﺘﺰم ﺑﻪ اﳌﺮء‪ ،‬ﺑﻞ ﻫﻮ ﲤﻴﺰ ﳌﻦ ﻳﻘﻮم ﺑﻪ‪.‬‬ ‫‪Individuals are much‬‬ ‫‪more than that; they‬‬ ‫‪are also the sum of‬‬ ‫‪their values, traditions,‬‬ ‫‪culture, and history‬‬ ‫ﺑﻘﻠﻢ اﻟﻄﺎﻟﺒﺔ‪ :‬ﺣﻤﺪة ﻋﺒﺪاﻟﺴﺘـﺎر اﻧﺼﺎري‬ ‫ﻻ ﺑﺪ أن ﻟﺸﺮوق اﻟﺸﻤﺲ ﻣﻌﺎ‪ a‬ﻛﺜ‪O‬ة ‪ ..‬ﻓﻬﻲ ﻻ ﺗﺸﺮق ‪:‬ﻧﻨﺎ ﻧﻔﺘﺢ‬ ‫أﻋﻴﻨﻨﺎ ﻛﻞ ﺻﺒﺎح ‪ ..‬ﺑﻞ ﻫﻲ ﺗﺸﺮق رﺣﻤﺔ ﻣﻦ ﺧﺎﻟﻘﻨﺎ ﻋﻠﻴﻨﺎ؛ ‪:‬ﻧﻨﺎ‬ ‫ﻧﺴﺘﺤﻘﻬﺎ ‪ ..‬ﻓﻤﺎ ﺑﺎﻟﻚ ﻟﻮ أﺷﺮﻗﺖ ﻋﻠﻴﻨﺎ و ﻧﺤﻦ & رﺣﺎب ﻫﺬا اﻟﻮﻃﻦ‬ ‫اﻟﻐﺎ‪ ،‬ﻣﺎ ﺑﺎﻟﻚ ﻟﻮ أﺷﺮﻗﺖ ﻋﻠﻴﻨﺎ و ﻧﺤﻦ ﻧﺮﻗﻰ اﳌﻌﺎ‪ ،‬ﻣﺎ ﺑﺎﻟﻚ ﻟﻮ‬ ‫أﺷﺮﻗﺖ ﻋﻠﻴﻨﺎ و ﻧﺤﻦ & ﻇﻞ ا‪:‬ﻣﺎن ﻧﺴﻌﺪ‪ ،‬ﻣﺎ ﺑﺎﻟﻚ ﻟﻮ أﺷﺮﻗﺖ‬ ‫ﻋﻠﻴﻨﺎ و ﻧﺤﻦ ﻟﻠﺘﻄﻮر ﻧﺸﻬﺪ‪.‬‬ ‫‪40‬‬ ‫أﻧﺎ ﻻ أﲢﺪث ﻫﻨﺎ ﻋﻦ ﺷﻤﺲ ﺳﺘﻐﻴﺐ ‪ ..‬ﻟﻜﻨﻨﻲ أﺗﻐﻨﻰ ﺑﺸﻤﺲ‬ ‫أﺳﻄﻮرﻳﺔ ﻻ ﲤﻴﻞ إ‪ c‬اﳌﻐﻴﺐ‪ .‬إﻧﻪ رﺋﻴﺲ إﻣﺎراﺗﻨﺎ اﳊﺒﻴﺒﺔ ﺻﺎﺣﺐ‬ ‫اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺧﻠﻴﻔﺔ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن – ﺣﻔﻈﻪ ا ورﻋﺎه – ﻣﻦ‬ ‫ﻧﺴﻞ زاﻳﺪ ﻗﺪ ﺟﺎء‪ ،‬ﻣﻠﺌﺖ ﺣﻴﺎﺗﻪ ﺑﺎﻟﻘﻴﻢ‪ ،‬ﻛﺎن اﻟﻮاﻟﺪ اﳌﻌﻄﺎء‪ ،‬ﺧ‪O‬ه‬ ‫& ا‪:‬رض ﻋﻢ‪ ،‬ﻓﺘﺎﺑﻊ ﻣﺴ‪O‬ة ﺑﺎ‪ a‬اﳉﻨﺔ اﳋﻀﺮاء‪ ،‬وﻋﻨﺪﻣﺎ ﳌﻘﺎﻟﻴﺪ‬ ‫ا‪:‬ﻣﻮر ﻗﺪ اﺳﺘﻠﻢ‪ ،‬ﺻﺎر ﻟﻨﺎ ﺷﻤﺲ اﳊﺐ و اﻟﺮﺧﺎء‪ ،‬ﺑﺎﳉﻮد واﻟﻄﻴﺐ ﻗﺪ‬ ‫اﺗﺴﻢ‪.‬‬ ‫اﺣﺘﻀﻨﺖ أﺷﻌﺘﻪ اﻟﺬﻫﺒﻴﺔ رﺑﻮع إﻣﺎراﺗﻨﺎ اﳊﺒﻴﺒﺔ‪ ،‬ﻓﺎزدﻫﺮت ﺑﻼدﻧﺎ‬ ‫و ارﺗﺪت ﺣﻠﻴﻬﺎ ﻣﺰداﻧﺔ ﺑﻔﺨﺮ‪ ،‬و ﺗﺰﺧﺮﻓﺖ & أرﺟﺎﺋﻬﺎ إﳒﺎزات ﺗﺸﻬﺪ‬ ‫ﻋﻠﻰ ﺑﺼﻤﺔ إﺑﺪاع راﺳﺨﺔ ﻋﻠﻰ ﻣﺮ ا‪:‬زﻣﺎن‪ ،‬وﻋﻠﻰ ﺧﻄﻰ زاﻳﺪ ﻛﺎﻧﺖ‬ ‫وﺳﺘﺒﻘﻰ & ﻛﻞ ﻣﻜﺎن‪ ،‬ﻓﻠﺘﻮﻓ‪ O‬ﺣﻴﺎة ﻛﺮﳝﺔ ﻟﻠﺴﻜﺎن‪ ،‬ﺑﺎدر ﺑﺈﻧﺸﺎء‬ ‫ﻣﺸﺎرﻳﻊ ا‪7‬ﺳﻜﺎن‪ ،‬أﻣﺎ اﳌﺸﺎرﻳﻊ اﻟﺼﻐ‪O‬ة واﳌﺘﻮﺳﻄﺔ‪ ،‬ﻓﻘﺪ ﻛﺎن‬ ‫ﻟﻬﺎ & ﺧﻄﻄﻪ ﻣﻜﺎن‪ ،‬و ﺻﻨﺪوق ﺧﻠﻴﻔﺔ ﻟﺪﻋﻤﻬﺎ ﻫﻮ ﺧ‪ O‬ﺑﺮﻫﺎن‪.‬‬ ‫أﻧﺎ ﻻ أﻋﺠﺐ أﻧﻪ اﺧﺘ‪: O‬ن ﻳﻜﻮن إﺣﺪى اﻟﺸﺨﺼﻴﺎت اﳋﻤﺴﲔ ا‪:‬ﻛ~‬ ‫ﺗﺄﺛ‪O‬ا & اﻟﻌﺎ‪E‬؛ ﻓﺈﳒﺎزاﺗﻪ اﻟﻮاﺿﺤﺔ ﻟﻠﻌﻴﺎن ﻳﺸﺎر إﻟﻴﻬﺎ ﺑﺎﻟﺒﻨﺎن‪ .‬ﻛﻴﻒ‬ ‫ﻻ‪ ،‬وﻗﺪ ﻧﻘﻞ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة إ‪ c‬ﻣﺼﺎف اﻟﺪول اﳌﺘﻘﺪﻣﺔ‬ ‫ﻋﻠﻤﻴﺎ و ﺛﻘﺎﻓﻴﺎ و اﻗﺘﺼﺎدﻳﺎ و ﺳﻴﺎﺳﻴﺎ‪ ،‬ﺑﻞ و ﺗﻔﻮﻗﺖ ﻋﻠﻴﻬﺎ & ﺑﻌﺾ‬ ‫ا‪:‬ﺣﻴﺎن‪ ،‬ﻟﺘﺼﺒﺢ دوﻟﺔ ا‪7‬ﻣﺎرات‪ & ،‬ﻓ|ة زﻣﻨﻴﺔ وﺟﻴﺰة‪ ،‬ﺗﻠﻚ اﻟﺪوﻟﺔ‬ ‫اﻟﺼﻐ‪O‬ة & اﻟﻌﻤﺮ‪ ،‬اﻟﻜﺒ‪O‬ة & إﳒﺎزاﺗﻬﺎ و ﺑﻄﻮﻻﺗﻬﺎ‪.‬‬ ‫إن اﻻرﺗﻘﺎء ﺑﺎﻟﻮﻃﻦ ﻫﻮ ﺣﻠﻢ ﺻﻌﺐ اﳌﻨﺎل ﻋﻨﺪ اﻟﻜﺜ‪O‬ﻳﻦ‪ ،‬ﻟﻜﻦ ﻫﺬه‬ ‫اﻟﻘﺎﻋﺪة ﻻ ﺗﺴﺮي ﻋﻠﻰ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‪ ،‬ﻓﻘﺎدﺗﻨﺎ ﺑﻨﻮا‬ ‫ﻟﻬﺎ ﺳﻠﻤﺎ ﻟﻠﻤﻌﺎ ﺑﺪاﻳﺘﻪ اﲢﺎد ا‪7‬ﻣﺎرات اﻟﺴﺒﻊ و ﻧﻬﺎﻳﺘﻪ اﻟﻼﻧﻬﺎﻳﺔ‪.‬‬ ‫و ﻧﺤﻦ ﻻ ﻧﺨﺘﺎر ا‪:‬رض اﻟﺘﻲ ﻧﻮﻟﺪ ﻓﻴﻬﺎ‪ ،‬ﻟﻜﻨﻨﺎ ﻧﺨﺘﺎر ا‪:‬رض اﻟﺘﻲ ﺗﻮﻟﺪ‬ ‫ﻓﻴﻨﺎ‪ ،‬ﻓﺒﻔﻀﻞ ا ﺗﻌﺎ‪ ،c‬ﺛﻢ ﺑﻔﻀﻞ رﺋﻴﺲ اﻟﺪوﻟﺔ وإﳒﺎزاﺗﻪ ﺻﺎرت‬ ‫دوﻟﺔ ا‪7‬ﻣﺎرات & اﻟﺮوح ﻟﺪﻳﻨﺎ وﻃﻨﺎ وﻟﺪﻧﺎ ﻓﻴﻪ‪ ،‬ووﻟﺪ ﻓﻴﻨﺎ‪.‬‬ ‫ﻗﺎﺋﺪﻧﺎ ﻫﻮ ﻣﻦ اﺗﺨﺬ ﻣﻦ اﻟﺰﻣﻦ ﻣﻄﻴﺘﻪ‪ ،‬و ﻣﻦ اﻟﺘﻤﻴﺰ رؤﻳﺘﻪ‪ ،‬ﻓﻜﺮ‬ ‫ﻓﺄﳒﺰ‪ ،‬ﻋﻤﻞ ﻓﺄﺑﺪع‪ ،‬زرع ﻓﺠﻨﻰ‪ ،‬ﻓﻜﺎﻧﺖ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ ‫ﻫﻲ ﻣﺎ ﻋﻠﻴﻪ ان‪ ،‬ﻫﻜﺬا ﻫﻮ أﻧﺖ ﻳﺎ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺧﻠﻴﻔﺔ‬ ‫ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن‪ ،‬أداﻣﻚ ا ذﺧﺮ‪ j‬ﻟﻠﻮﻃﻦ‪ ،‬ﻳﺎ ﺧ‪ O‬ﺧﻠﻴﻔﺔ ﻟﺒﺎ‪ a‬ﻫﺬا‬ ‫اﻟﻮﻃﻦ‪.‬‬ ‫اﻟـﺤــﺮم اﻟـﺠﺎﻣﻌــﻲ اﻟـﺠـﺪﻳـﺪ ﻟﺠﺎﻣﻌـﺔ زاﻳﺪ ‪ -‬أﺑﻮﻇﺒـﻲ‬ ‫‪Zayed University new Campus - Abu Dhabi‬‬ 44 ‫‪A video taken in the late 1990’s shows Sheikh Zayed standing in his‬‬ ‫‪majlis talking to Mohammed Khalifa Al Habtoor1, the speaker of the‬‬ ‫‪Federal National Council who served from 1997 to 2003. I vividly recall‬‬ ‫‪watching that video when I was a teenage student in Paris. Sheikh‬‬ ‫‪Zayed, wearing his golden embroidered bisht, a sort of cape worn‬‬ ‫‪by the heads of tribes in the Gulf on major occasions, gestures to the‬‬ ‫‪audience in his majlis, saying, “I swear by God Almighty that I did not‬‬ ‫‪know that there were now people (citizens) who were living in rented‬‬ ‫‪accommodation. Until I have received their request letters. In Abu Dhabi‬‬ ‫‪and in Dubai and from Sharjah and from Ras Al Khaimah. There are‬‬ ‫‪people living in rented accommodation. How can they be living in‬‬ ‫‪rented accommodation? How can any ruler accept that his citizens are‬‬ ‫”?‪today living in rented accommodation‬‬ ‫‪That was as recent as 1998. Today, however, it is a completely‬‬ ‫‪different story. Many UAE nationals reside not only in rented houses‬‬ ‫‪but also in rented apartments and studios, and many of these‬‬ ‫‪shared. When Sheikh Zayed officially became President of the UAE‬‬ ‫‪2‬‬ ‫‪in December 1971, there were 180,000 UAE inhabitants . That was a‬‬ ‫‪manageable number even with the country’s then meagre resources.‬‬ ‫‪Today, the total population has exceeded eight million3 with the‬‬ ‫‪nationals accounting for 923,0004 of the total. Many UAE nationals‬‬ ‫‪privately dispute the ﬁgures of UAE nationals in the belief that the UAE‬‬ ‫‪population is less than the official estimate. It is indubitable, however,‬‬ ‫‪that many more Emiratis today live in an urban environment. And‬‬ ‫‪a signiﬁcant number of UAE nationals commute daily to the urban‬‬ ‫‪environments of Dubai and Abu Dhabi from the poorer emirates such‬‬ ‫‪Ras Al Khaimah and Fujairah.‬‬ ‫‪46‬‬ ‫ً‬ ‫ٌ‬ ‫واﻗﻔﺎ & _ﻠﺴﻪ‬ ‫ﻣﺼﻮ ٌر ﻳﻌﻮد إ‪ c‬أواﺧﺮ اﻟﺘﺴﻌﻴﻨﻴﺎت اﻟﺸﻴﺦ زاﻳﺪ‬ ‫ﺷﺮﻳﻂ‬ ‫ﻈﻬﺮ‬ ‫ُﻳ ِ‬ ‫ّ‬ ‫)‪(1‬‬ ‫اﻣﺘﺪت‬ ‫وﻣﺘﺤﺪ ًﺛﺎ إ‪ c‬رﺋﻴﺲ اﺠﻤﻟﻠﺲ اﻟﻮﻃﻨﻲ اﻻﲢﺎدي ﻤﺪ ﺧﻠﻴﻔﺔ اﳊﺒﺘﻮر اﻟﺬي‬ ‫ّ‬ ‫ّ‬ ‫وﻻﻳﺘﻪ ﻣﻦ اﻟﻌﺎم ‪ 1997‬ﺣﺘﻰ اﻟﻌﺎم ‪ .2003‬وأذﻛﺮ ﺑﻮﺿﻮح ﻣﺸﺎﻫﺪﺗﻲ ﻫﺬا اﻟﺸﺮﻳﻂ‬ ‫& أﻳﺎم اﳌﺮاﻫﻘﺔ ﺣﻴﻨﻤﺎ ﻛﻨﺖ ﻃﺎﻟ ًﺒﺎ & ﺑﺎرﻳﺲ‪ .‬وﻗﺪ ﺑﺪا اﻟﺸﻴﺦ زاﻳﺪ ﻣﺮﺗﺪ ًﻳﺎ ”اﻟﺒﺸﺖ“‬ ‫اﳌﻄﺮز ﺑﺎﻟﺬﻫﺐ‪ ،‬وﻫﻮ ﻧﻮع ﻣﻦ اﻟﻌﺒﺎءات اﻟﺘﻲ ﻳﺮﺗﺪﻳﻬﺎ رؤﺳﺎء اﻟﻘﺒﺎﺋﻞ & اﳋﻠﻴﺞ أو اﻟﺘﻲ‬ ‫ّ‬ ‫ﺗﻠ َﺒﺲ & اﳌﻨﺎﺳﺒﺎت اﻟﻜى‪ .‬رأﻳﺘﻪ ﻳﻮﻣﺊ ﻟﻠﺤﻀﻮر & _ﻠﺴﻪ ﻗﺎﺋ ًﻼ‪” :‬وا إ‪ a‬ﻻ أدري‬ ‫ﺑﻮﺟﻮد أﺷﺨﺎص )ﻣﻦ ﺷﻌﺐ ا‪7‬ﻣﺎرات( ﻳﻌﻴﺸﻮن اﻟﻴﻮم ﺑﺎ‪7‬ﻳﺠﺎر‪ ،‬ﺣﺘﻰ وﺻﻠﺘﻨﻲ رﺳﺎﺋﻞ‬ ‫ﻣﻨﻬﻢ‪ ،‬ﻣﻦ أﺑﻮ ﻇﺒﻲ‪ ،‬ودﺑﻲ وﻣﻦ اﻟﺸﺎرﻗﺔ ورأس اﳋﻴﻤﺔ‪ .‬ﺑﻌﺾ اﻟﻨﺎس ﻳﻌﻴﺸﻮن‬ ‫ﺑﺎ‪7‬ﻳﺠﺎر‪ ،‬أﻳﺠﻮز ذﻟﻚ؟ ﻛﻴﻒ ﻳﺤﻖ ﳊﺎﻛﻢ أن ﻳﺪع ﻣﻮاﻃ ًﻨﺎ ﻳﻌﻴﺶ ﺑﺎ‪7‬ﻳﺠﺎر؟“‬ ‫ﲤﺎﻣﺎ‪ .‬إذ ﻻ ﻳﻌﻴﺶ ﻋﺪد‬ ‫ﺗﻌﻮد ﻫﺬه اﳊﻜﺎﻳﺔ إ‪ c‬اﻟﻌﺎم ‪ .1998‬أﻣﺎ اﻟﻴﻮم‪ ،‬ﻓﺎﻟﻮﺿﻊ ﻳﺨﺘﻠﻒ‬ ‫ً‬ ‫ﻛﺒ‪ O‬ﻣﻦ اﳌﻮاﻃﻨﲔ ا‪7‬ﻣﺎراﺗﻴﲔ & ﺑﻴﻮت ﺑﺎ‪7‬ﻳﺠﺎر ﻓﺤﺴﺐ‪ ،‬ﺑﻞ & ﺷﻘﻖ واﺳﺘﻮدﻳﻮﻫﺎت‬ ‫ﻣﺴﺘﺄﺟﺮة وﺑﺎﳌﺸﺎرﻛﺔ‪ .‬واﻟﻼﻓﺖ أﻧﻪ ﻟﺪى ﺗﻮ اﻟﺸﻴﺦ زاﻳﺪ ﻣﻨﺼﺐ رﺋﺎﺳﺔ دوﻟﺔ ا‪7‬ﻣﺎرات‬ ‫رﺳﻤﻴﺎ & دﻳﺴﻤ اﻟﻌﺎم ‪ ،1971‬ﻛﺎن ﻋﺪد اﻟﺴﻜﺎن ﺣﻴﻨﺬاك‬ ‫اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ ‫ً‬ ‫)‪(2‬‬ ‫‪ 180,000‬ﻧﺴﻤﺔ ‪ .‬ورﻏﻢ ﺪودﻳﺔ ﻣﻮارد اﻟﺒﻼد & ذاك اﻟﻮﻗﺖ‪ ،‬ﻛﺎن ﻣﻦ اﳌﻤﻜﻦ‬ ‫إدارة ﺷﺆون ﻫﺬا اﻟﻌﺪد ﻣﻦ اﻟﺴﻜﺎن‪ .‬أﻣﺎ اﻟﻴﻮم‪ ،‬ﻓﻘﺪ ﲡﺎوز ﻋﺪد اﻟﺴﻜﺎن ا‪7‬ﺟﻤﺎ‬ ‫)‪(3‬‬ ‫اﻟﺜﻤﺎﻧﻴﺔ ﻣﻼﻳﲔ ﻧﺴﻤﺔ وﻻ ﻳﺘﺠﺎوز ﻋﺪد اﳌﻮاﻃﻨﲔ ا‪7‬ﻣﺎراﺗﻴﲔ ﻣﻦ أﺻﻠﻪ ‪923,000‬‬ ‫)‪(4‬‬ ‫ﻣﻮاﻃﻨ ‪ .‬واﻟﻌﺪﻳﺪ ﻣﻦ اﳌﻮاﻃﻨﲔ ﻳﺸﻜﻜﻮن & ﺣﻠﻘﺎﺗﻬﻢ اﳋﺎﺻﺔ ﺑﻬﺬه ا‪:‬رﻗﺎم‬ ‫ﻣﻌﺘﻳﻦ أﻧﻬﺎ أﻗﻞ ﻣﻦ اﻟﺘﻘﺪﻳﺮات اﻟﺮﺳﻤﻴﺔ‪ .‬وﻣﺎ ﻣﻦ ﺷﻚ اﻟﻴﻮم ﺗﺰاﻳﺪ ﻋﺪد اﳌﻮاﻃﻨﲔ‬ ‫ا‪7‬ﻣﺎراﺗﻴﲔ اﻟﺬﻳﻦ ﻳﻌﻴﺸﻮن & ﺑﻴﺌﺔ ﺣﻀﺮﻳﺔ ﻣﻘﺎرﻧﺔ ﺑﺎﻟﺒﻴﺌﺔ اﻟﺮﻳﻔﻴﺔ اﻟﺘﻲ ﻛﺎﻧﻮا ﻳﻌﻴﺸﻮن‬ ‫ً‬ ‫ﺳﺎﺑﻘﺎ‪ .‬وأﻛ ﻣﺜﺎل ﻋﻠﻰ ﻫﺬا اﻟﻜﻼم‪ ،‬اﻟﺘﻔﺎوت & أﻋﺪاد ا‪7‬ﻣﺎراﺗﻴﲔ اﻟﺬﻳﻦ ﻳﻌﻴﺸﻮن‬ ‫ﻓﻴﻬﺎ‬ ‫ﻛﺈﻣﺎرﺗﻲ رأس اﳋﻴﻤﺔ واﻟﻔﺠ‪O‬ة واﻟﺬﻳﻦ ﻳﻨﺘﻘﻠﻮن ﻳﻮﻣ ًّﻴﺎ إ‪ c‬دﺑﻲ‬ ‫& ا‪7‬ﻣﺎرات ا‪:‬ﻗﻞ ﺛﺮوة‬ ‫ْ‬ ‫وأﺑﻮ ﻇﺒﻲ‪.‬‬ ‫ﺟﺪا ﻋﻦ‬ ‫ﻗﺼ ًﺔ ﻣﻌ ّﺒﺮة ًّ‬ ‫روى أﺣﺪ ا‪:‬ﺻﺪﻗﺎء وﻫﻮ ﻳﻌﻤﻞ ﻛﻤﺪﻳﺮ ﻟﻘﺴﻢ اﳌﻮارد اﻟﺒﺸﺮﻳﺔ ّ‬ ‫ﺗﻘﺪﻣﺖ إ‪ c‬وﻇﻴﻔﺔ‬ ‫ﺳﻤﻴﻨﺎﻫﺎ ”ﻋﺎﺋﺸﺔ“ ﻣﻦ ﺑﺎب ﺳﺮد اﻟﺮواﻳﺔ‪ّ ،‬‬ ‫ﻓﺘﺎة إﻣﺎراﺗﻴﺔ ﻻﻣﻌﺔ‪ّ ،‬‬ ‫ﺧﻼل أﺣﺪ ﻣﻌﺎرض اﻟﻮﻇﺎﺋﻒ & دﺑﻲ ﻟﻠﻌﻤﻞ & ﻣﺆﺳﺴﺔ ﺣﻜﻮﻣﻴﺔ‪ .‬وﺑﻌﺪ اﳌﻘﺎﺑﻠﺔ‪،‬‬ ‫اﻟﺮد‬ ‫ﺳﺄﻟﺖ ﻋﺎﺋﺸﺔ ﺻﺪﻳﻘﻲ ﻋﻤﺎ إذا ﻛﺎﻧﺖ ﺳﺘﺤﺼﻞ ﻋﻠﻰ اﻟﻮﻇﻴﻔﺔ‪ ،‬ﻓﺄﺟﺎﺑﻬﺎ أن ّ‬ ‫ﺳﻴﺒﻠﻐﻬﺎ & ﻏﻀﻮن أﺳﺒﻮع‪ .‬وﺑﺪت اﻟﻔﺘﺎة ﻗﻠﻘﺔ وأﺧت ﺻﺪﻳﻘﻲ ﺑﺄﻧﻪ إن ‪ E‬ﻳﺴﺘﻄﻊ‬ ‫ﻟﻠﺮد ً‬ ‫ﻻﺣﻘﺎ‪ .‬واﻟﺴﺒﺐ‪ ،‬ﻋﻠﻰ ﺣﺪ ﻗﻮﻟﻬﺎ‪،‬‬ ‫إﻋﻄﺎءﻫﺎ إﺟﺎﺑﺔ ﻗﺒﻞ ﻧﻬﺎﻳﺔ اﻟﻴﻮم ﻓﻤﺎ ﻣﻦ ٍ‬ ‫داع ّ‬ ‫أﻧﻬﺎ واﺣﺪة ﻣﻦ ﺧﻤﺲ ﺷﺎ ّﺑﺎت ﻳﺘﻨﻘّ ﻠﻦ ﻳﻮﻣ ًّﻴﺎ ﻣﻦ إﺣﺪى أﺑﻌﺪ ا‪7‬ﻣﺎرات اﻟﺸﻤﺎﻟﻴﺔ ﺑﺎﲡﺎه‬ ‫دﺑﻲ ﻣﻦ أﺟﻞ اﻟﻌﻤﻞ‪ .‬واﻟﻘﺼﺔ أن ”ﻋﺎﺋﺸﺔ“ ﺧﺴﺮت وﻇﻴﻔﺘﻬﺎ ﻣﻨﺬ ﻣﺪة‪ ،‬وﺑﺎﻟﺘﺎ ﻳﻌﻨﻲ‬ ‫ذﻟﻚ إﻣﻜﺎﻧﻴﺔ ﺧﺴﺎرﺗﻬﺎ ﳌﻘﻌﺪﻫﺎ & ﺳﻴﺎرة اﻟﻨﻘﻞ اﳌﺸ|ﻛﺔ اﻟﺘﻲ ﺗﺘﺸﺎرك ﻓﻴﻬﺎ ﻣﻊ‬ ‫أرﺑﻊ ﻓﺘﻴﺎت إﻣﺎراﺗﻴﺎت أﺧﺮﻳﺎت & ﺗﻨﻘﻠﻬﻦ‪ ،‬ﳑﺎ ﻗﺪ ﻳﺤﺮﻣﻬﺎ ﻣﻘﻌﺪﻫﺎ & اﻟﺴﻴﺎرة إن ‪E‬‬ ‫ﺗﻨﺠﺢ & إﻳﺠﺎد وﻇﻴﻔﺔ & دﺑﻲ‪.‬‬ ‫ﺑﺎﺗﺖ أﺑﻮ ﻇﺒﻲ ﺑﺸﻜﻞ ﺧﺎص ﻧﻘﻄﺔ اﺳﺘﻘﻄﺎب‬ ‫ﻧﻈﺮا ﻟﻨﻤﻮ اﻗﺘﺼﺎدﻫﺎ اﳌﺘﺴﺎرع‬ ‫ﻟﻠﺒﺎﺣﺜﲔ ﻋﻦ ﻋﻤﻞ ً‬ ‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ا‪a‬زﻣﺔ اﳌﺎﻟﻴﺔ اﻟﻌﺎﳌﻴﺔ‬ ‫‪Abu Dhabi especially has become a magnet for job‬‬ ‫‪seekers as its economy continues to grow rapidly‬‬ ‫‪despite the recent global ﬁnancial crisis‬‬ ‫‪Late Sheikh Zayed Bin Sultan Al Nahyan, receives the response‬‬ ‫‪for the decree in respect of calling the Federal National Council‬‬ ‫‪to convene for the 1st term of the 11th Legislative Chapter from‬‬ ‫‪H.E. Mohammed Khalifa Al Habtoor‬‬ ‫اﳌﻐﻔﻮر ﻟﻪ اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن ﻳﺘﺴﻠﻢ اﻟﺮد ﻋﻠﻰ‬ ‫ﺧﻄﺎب اﻻﻓﺘﺘﺎح ﻟﺪور اﻻﻧﻌﻘﺎد اﻟﻌﺎدي ا‪:‬ول ﻣﻦ اﻟﻔﺼﻞ اﻟﺘﺸﺮﻳﻌﻲ‬ ‫اﳊﺎدي ﻋﺸﺮ ﻣﻦ ﺳﻌﺎدة ﻤﺪ ﺧﻠﻴﻔﺔ اﳊﺒﺘﻮر‬ ‫‪47‬‬ ‫‪A friend, an HR manager, told me a revealing story. A bright Emirati‬‬ ‫‪girl, whom we shall name Aisha, applied at one of the many job fairs‬‬ ‫‪in Dubai to work for a government-owned establishment. After the‬‬ ‫‪interview young Aisha asked my friend if she would be getting the‬‬ ‫‪job. He told her that she would be notiﬁed in a week’s time. The girl‬‬ ‫‪seemed anxious and told the interviewer that if he could not give her‬‬ ‫‪an answer by the end of the day, he need not bother notifying her‬‬ ‫‪at all later. Aisha explained that she was one of ﬁve young girls who‬‬ ‫‪commute daily to work from one of the farther Northern Emirates‬‬ ‫‪to Dubai. Aisha, you see, had lost her job and was very close to‬‬ ‫‪losing her carpool seat, the cost of which she shared with the other‬‬ ‫‪four Emirati girls. It seems that there was another contender for‬‬ ‫‪the seat and losing it would mean she could not take a new job in‬‬ ‫‪Dubai. Stories like that (and there are many) do not ﬁt well with the‬‬ ‫‪ﬂamboyant image of the Emirati national and receive little media‬‬ ‫‪attention. The media prefer, for instance, the launch of a brand new‬‬ ‫‪real estate project.‬‬ ‫‪Such stories also reveal the divide between the age groups. Young UAE‬‬ ‫‪national girls are proportionally more educated than young men but‬‬ ‫‪are still conﬁned to the customs and traditions of the country. Seldom‬‬ ‫‪do young girls share a ﬂat apart from their families, as is the case with‬‬ ‫‪young Emirati men.‬‬ ‫‪Abu Dhabi especially has become a magnet for job seekers as its‬‬ ‫‪economy continues to grow rapidly despite the recent global ﬁnancial‬‬ ‫وﻣﺜﻞ ﻫﺬه اﳊﻜﺎﻳﺎت ﻗﺪ ﻻ ﺗﺘﻼءم واﻟﺼﻮرة اﻟاﻗﺔ اﻟﺘﻲ ﺗُﺮﺳﻢ ﻋﻦ اﳌﻮاﻃﻦ ا‪7‬ﻣﺎراﺗﻲ‪.‬‬ ‫ﺑﻴﺪ أن اﳊﻜﺎﻳﺎت اﳌﺸﺎﺑﻬﺔ ﳊﻜﺎﻳﺔ ”ﻋﺎﺋﺸﺔ“ ﻛﺜ‪O‬ة واﻟﺘﻲ ﻻ ﲢﻈﻰ ﺑﺎﻫﺘﻤﺎم وﺳﺎﺋﻞ‬ ‫ا‪7‬ﻋﻼم ﺑﻘﺪر ﻣﺎ ﻗﺪ ﻳﺤﻈﻰ ﺑﻪ اﻓﺘﺘﺎح ﻣﺸﺮوع ﻋﻘﺎري ﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل ﻣﻦ ﻗﺒﻞ ﻫﺬه‬ ‫اﻟﻮﺳﺎﺋﻞ‪.‬‬ ‫واﺿﺤﺎ ﺑﲔ اﻟﻔﺌﺎت اﻟﻌﻤﺮﻳﺔ‪ .‬ﻓﺎﳌﻮاﻃﻨﺎت اﻟﺸﺎﺑﺎت‬ ‫ﻛﻤﺎ ﺗُز ﻫﺬه اﻟﻘﺼﺺ ﺷﺮﺧﺎ‬ ‫ً‬ ‫ً‬ ‫ﻟﻜﻦ ﻋﺎدات اﻟﺒﻼد وﺗﻘﺎﻟﻴﺪﻫﺎ‬ ‫ﻫﻦ أﻛ~ ﺗﻌﻠ ًّﻤﺎ ﻧﺴﺒﺔ إ‪ c‬اﳌﻮاﻃﻨﲔ اﻟﺸﺒﺎن‪ّ ،‬‬ ‫ا‪7‬ﻣﺎراﺗﻴﺎت ّ‬ ‫ﻠﻬﻦ ﺑﻘﻴﻮدﻫﺎ‪ .‬ﻓﻨﺎد ًرا ﻣﺎ ﻧﺼﺎدف ﺷﺎﺑﺎت إﻣﺎراﺗﻴﺎت ﻳﻌﺸﻦ & ﺷﻘﺔ ﻣﺸ|ﻛﺔ‬ ‫ﺗﻜ ّﺒ ّ‬ ‫ﻛﻤﺎ ﻫﻲ ﺣﺎل اﻟﺸﺒﺎن ا‪7‬ﻣﺎراﺗﻴﲔ‪ .‬وﻗﺪ ﺑﺎﺗﺖ أﺑﻮ ﻇﺒﻲ ﺑﺸﻜﻞ ﺧﺎص ﻧﻘﻄﺔ اﺳﺘﻘﻄﺎب‬ ‫ﻧﻈﺮا ﻟﻨﻤﻮ اﻗﺘﺼﺎدﻫﺎ اﳌﺘﺴﺎرع ﺑﺎﻟﺮﻏﻢ ﻣﻦ ا‪:‬زﻣﺔ اﳌﺎﻟﻴﺔ اﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫ﻟﻠﺒﺎﺣﺜﲔ ﻋﻦ ﻋﻤﻞ ً‬ ‫ﻓﺎﳊﻜﻮﻣﺔ & أﺑﻮ ﻇﺒﻲ ‪ E‬ﺗﻮﻗﻒ ﻣﺒﺎدراﺗﻬﺎ أو ﺗﺆﺟﻠﻬﺎ ﻋﻠﻰ ﻏﺮار ﻣﺎ ﻓﻌﻠﺘﻪ ﺑﻌﺾ ﻣﻦ‬ ‫ا‪7‬ﻣﺎرات اﻟﺴﺖ ا‪:‬ﺧﺮى‪ .‬وﺑﺎﻟﺘﺎ ارﺗﻔﻌﺖ ﻧﺴﺒﺔ اﻟﻄﻠﺐ ﻋﻠﻰ اﻟﺴﻜﻦ & أﺑﻮ ﻇﺒﻲ‪ ،‬ﳑﺎ‬ ‫أﻋﺎد إ‪ c‬ا‪:‬ذﻫﺎن ﺗﻜﺮار ﻇﺎﻫﺮة ﺗﻨﻘﻞ ا‪7‬ﻣﺎراﺗﻴﲔ واﻟﻮاﻓﺪﻳﻦ اﻟﺬﻳﻦ ﻳﻌﻴﺸﻮن & إﻣﺎرة‬ ‫وﻃﺎﻟﻌﺖ ﺻﺪﻳﻘﻲ‬ ‫وﻳﻌﻤﻠﻮن & أﺧﺮى واﻟﺘﻲ ﺷﺎﻋﺖ & اﻟﺜﻤﺎﻧﻴﻨﻴﺎت واﻟﺘﺴﻌﻴﻨﻴﺎت‪.‬‬ ‫ُ‬ ‫ﺷﺒﻪ ﳑﺎزﺣ أن دﺑﻲ اﺳﺘﺤﺎﻟﺖ & اﻟﻌﺎم ‪ 2009‬ﺷﺎرﻗﺔ أﺑﻮ ﻇﺒﻲ‪ ،‬إذ أﺿﺤﺖ اﻟﺸﺎرﻗﺔ‬ ‫ﻋﻨﺪ اﻟﺒﻌﺾ اﳌﻮﻗﻊ اﻟﺴﻜﻨﻲ اﻟﺒﺪﻳﻞ ﻟﺪﺑﻲ اﻟﺘﻲ ارﺗﻔﻌﺖ ﻓﻴﻬﺎ إﻳﺠﺎرات ﺑﻴﻮﺗﻬﺎ ﻧﺴﺒﻴ‪.‬‬ ‫وﻟﻴﺲ ﻫﺬا اﻟﺘﻄﻮر ﺳﻠﺒ ًّﻴﺎ‪ ،‬ﻓﻬﻮ ﻳﻀﻤﻦ اﺳﺘﻤﺮارﻳﺔ إﺷﻐﺎل اﳌﺸﺎرﻳﻊ اﻟﻌﺪﻳﺪة اﻟﺘﻲ‬ ‫‪O‬ا إ‪ c‬درﺟﺔ دﻓﻌﺖ ﺑﻌﺾ اﻟﺸﺮﻛﺎت‬ ‫ﺗُﺒﻨﻰ & دﺑﻲ‪ .‬وﻗﺪ ﺷﻬﺪت ﻫﺬه اﻟﻈﺎﻫﺮة ﳕﻮا ﻛﺒ ً‬ ‫& أﺑﻮ ﻇﺒﻲ إ‪ c‬ﻧﻘﻞ ﻣﻮﻇﻔﻴﻬﺎ ﻣﻦ أﻣﺎﻛﻦ ﲡﻤﻊ ﻣﻌﺮوﻓﺔ ﻛﻤﺮﻛﺰ اﺑﻦ ﺑﻄﻮﻃﺔ اﻟﺘﺠﺎري‬ ‫ﺑﺎﳊﺎﻓﻼت إ‪ c‬ﻣﺮاﻛﺰ ﻋﻤﻠﻬﻢ & إﻣﺎرة أﺑﻮ ﻇﺒﻲ‪ ،‬ﺑﻔﺎﺻﻞ ﺳﺎﻋﺔ زﻣﻨﻴﺔ‪.‬‬ ‫وﻟﻜﻦ أﻳﻦ ﻫﻲ ﻣﻼﻣﺢ ﻫﻮﻳﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة ﻣﻦ ﻛﻞ ﻫﺬا؟ ﻓﺎ‪7‬ﻣﺎراﺗﻴﻮن‬ ‫ﺛﺮاء ﻻ ﳝﺎﻧﻌﻮن اﻟﻴﻮم ﻣﻦ اﻟﻌﻤﻞ & _ﺎﻻت أﻛ~ ﺗﻄﻠﺒ‪،‬‬ ‫اﳌﺘﺤﺪرون ﻣﻦ ﺧﻠﻔﻴﺎت ّ‬ ‫أﻗﻞ ً‬ ‫ّ‬ ‫أﺳﻮة ﺑﺎﳉﻨﺴ ّﻴﺎت ا‪:‬ﺧﺮى‪ .‬وﻣﻦ ا‪:‬ﻣﺜﻠﺔ ﻋﻠﻰ ذﻟﻚ‪ ،‬ﺷﺮﻛﺔ ”اﺗﺼﺎﻻت“ & أﺑﻮ ﻇﺒﻲ اﻟﺘﻲ‬ ‫وﻣﻮﻇﻔﻴﻬﺎ ﻣﻦ إﻣﺎرة رأس اﳋﻴﻤﺔ‪.‬‬ ‫ﻳﺘﺤﺪر اﻟﺴﻮاد ا‪:‬ﻋﻈﻢ ﻣﻦ اﻟﻌﺎﻣﻠﲔ & إدارﺗﻬﺎ‬ ‫ّ‬ ‫ّ‬ ‫ﻣﺮة أﺧﺮى‪ ،‬ﻻ ﻳﻨﺒﻐﻲ اﻟﻨﻈﺮ إ‪ c‬ﻫﺬه اﻟﻈﺎﻫﺮة ﺑﻌﲔ ﺳﻠﺒﻴﺔ‪: ،‬ن وﺟﻮد ﻫﺆﻻء ﺳﺎﻫﻢ &‬ “‫ﻧﺒﺪأ أو ًﻻ ﲟﺘﺤﻒ اﻟﺸﻴﺦ زاﻳﺪ اﻟﻮﻃﻨﻲ واﻟﺬي ﻳﺘﻢ ﺗﺸﻴﻴﺪه ﺿﻤﻦ ”اﳌﻨﻄﻘﺔ اﻟﺜﻘﺎﻓﻴﺔ‬ ‫ واﻟﺬي‬،‫ ﻣ| ﻗﺒﺎﻟﺔ ﺷﻮاﻃﺊ اﻟﻌﺎﺻﻤﺔ أﺑﻮ ﻇﺒﻲ‬500 ‫& ”ﺟﺰﻳﺮة اﻟﺴﻌﺪﻳﺎت“ ﻋﻠﻰ ﺑﻌﺪ‬ ‫ ﻧﻮرﻣﺎن ﻓﻮﺳ| ﻣﻦ ﻣﻜﺘﺐ‬O‫ اﻟﺴ‬O‫ اﻟﺸﻬ‬a‫وﺿﻊ ﺗﺼﺎﻣﻴﻤﻪ اﳌﻌﻤﺎري اﻟﻳﻄﺎ‬ ‫ وﻟﻦ ﻳﺨﺼﺺ ﻫﺬا‬.‫ﻓﻮرﺳ| وﺷﺮﻛﺎؤه اﳊﺎﺋﺰ ﻋﻠﻰ ﺟﺎﺋﺰة ”ﺑﺮﻳﺘﺰﻛﺮ“ ﻟﻠﺘﺼﻤﻴﻢ اﳌﻌﻤﺎري‬ ‫ ﻟﺘﺨﻠﻴﺪ ذﻛﺮى ورؤﻳﺔ وإﳒﺎزات‬-‫اﳌﺘﺤﻒ اﻟﺬي ﻳﺤﻤﻞ اﺳﻢ اﻟﺸﻴﺦ زاﻳﺪ – ﻃﻴﺐ ا ﺛﺮاه‬ ‫ﻣﺎراﺗﻴﺔ‬7‫ﻇﻬﺎر أوﺟﻪ ﺘﻠﻔﺔ ﻣﻦ اﻟﺜﻘﺎﻓﺔ ا‬7 ‫ ﺑﻞ وأﻳﻀ‬،‫ﻣﺎرات ﻓﺤﺴﺐ‬7‫ دوﻟﺔ ا‬a‫ﺑﺎ‬ .‫ﻛﺤﻴﺎة اﻟﺼﺤﺮاء واﻟﻌﺎدات ﻣﺜ ًﻼ‬ First, there is the Sheikh Zayed National Museum that is being designed by the Pritzker Architecture Prize winner, Lord Norman Foster and his ﬁrm Foster + Partners Ltd. The museum, to be located in the Cultural District of Saadiyat Island just 500 metres offshore from the capital city island of Abu Dhabi, will be dedicated not only to the country’s founder, its namesake, but also to various aspects of Emirati culture such as desert life and customs. ‫ ﻗﺎﻣﺖ أﺑﻮ ﻇﺒﻲ ﺑﺘﺄﺳﻴﺲ اﳌﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﻠﻮﺛﺎﺋﻖ واﻟﺒﺤﻮث اﻟﺬي ﻳﻌﻨﻰ ﺑﻨﺸﺮ‬،‫ﺛﺎﻧ ًﻴﺎ‬ ‫ ﺣﻔﻆ اﻟﻮﺛﺎﺋﻖ اﻟﺘﺎرﻳﺨﻴﺔ‬c‫ﺿﺎﻓﺔ إ‬7‫ ﺑﺎ‬،‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫اﻟﻮﻋﻲ ﺣﻮل ﺗﺎرﻳﺦ دوﻟﺔ ا‬ (7) ً ، a‫ﻟﻜ|و‬7‫ووﻓﻘﺎ ﳌﻮﻗﻊ اﳌﺘﺤﻒ ا‬ .‫وﺗﻨﻈﻴﻢ اﻟﺰﻳﺎرات اﳌﺪرﺳﻴﺔ واﶈﺎﺿﺮات‬ ،‫رﺷﻴﻒ ذاﻛﺮة اﻟﻮﻃﻦ‬:‫ ﺑﺎﻋﺘﺒﺎر ا‬،‫ﻳﺴﺎﻫﻢ ﻫﺬا اﳌﺮﻛﺰ & ”ﺗﻌﺰﻳﺰ اﻻﻧﺘﻤﺎء اﻟﻮﻃﻨﻲ‬ ً .“‫وﺳﺠﻠﻪ اﻟﺘﺎرﻳﺨﻲ‬ ‫ ﻣﺴﺎﺑﻘﺔ ”ﺷﺎﻋﺮ اﳌﻠﻴﻮن“ واﻟﺘﻲ ﺗﺪﻋﻤﻬﺎ أﺑﻮ ﻇﺒﻲ دﻋﻤ ﻻ‬،‫وﺛﺎﻟﺜﺎ‬ ‫ ﺑﻴﻨﻤﺎ ﻳﺸﻜﻞ اﻟﺸﻌﺮ اﻟﻨﺒﻄﻲ ﻓﻴﻬﺎ )اﳌﺆﻟﻒ ﻣﻦ ﻛﻼم اﻟﻨﺒﻂ اﻟﺘﻘﻠﻴﺪي اﳌﻨﺘﺸﺮ‬،‫ﻳﻮﺻﻒ‬ ‫ وﻗﺪ ﻻﻗﻰ ﻫﺬا اﻟﻧﺎﻣﺞ‬.‫& ﺷﺒﻪ اﳉﺰﻳﺮة اﻟﻌﺮﺑﻴﺔ( ﺑﻄﺎﻗﺔ ﻋﺒﻮر ﻧﺤﻮ ﺟﻮاﺋﺰ ﻧﻘﺪﻳﺔ ﻗ ّﻴﻤﺔ‬ (8) .“ ‫ & ﺻﺤﻴﻔﺔ ” اﻟﻨﻴﻮﻳﻮرك ﺗﺎﳝﺰ‬c‫و‬:‫ﻳﺤﺘﻞ اﻟﺼﻔﺤﺔ ا‬ ‫ا ﻣﺎ ﺟﻌﻠﻪ‬O ‫رواﺟﺎ وﺣﻘﻖ‬ ّ ً ‫ﳒﺎﺣﺎ ﻛﺒ‬ ً ً Second, Abu Dhabi established a National Center for Documentation and Research with the duty to spread awareness of the history of the UAE, conduct school visits and lectures, and safeguard historical documents. Such a center “inspires patriotism, as archives preserve the memories and historical register of the nation” according to its 7 website . ‫ وﺑﺎﻟﺮﻏﻢ ﻣﻦ‬.‫ ﻣﻮاﻃﻨﻲ دول اﳋﻠﻴﺞ‬O‫راﺿﻲ ﻟﻐ‬:‫ ﺣﺮﺻﺖ أﺑﻮ ﻇﺒﻲ ﻋﻠﻰ ﻋﺪم ﺑﻴﻊ ا‬،‫راﺑﻌﺎ‬ ً ‫أن أﺑﻮ ﻇﺒﻲ ﺣﺮﺻﺖ‬ ّ ‫ إﻻ‬،‫أﻧﻪ ﻟﻴﺲ ﻣﺆﻛﺪا اﺳﺘﻤﺮارﻳﺔ ﻫﺬه اﻟﺴﻴﺎﺳﺔ & اﳌﺴﺘﻘﺒﻞ‬ ً c‫ ﻓﺒﺪﻻ ﻣﻦ اﻟﻠﺠﻮء إ‬.‫راﺿﻲ ﻣﻦ ﻣﻄﺎﻟﺒﺔ اﻟﻮاﻓﺪﻳﻦ ﺑﺎﳊﺼﻮل ﻋﻠﻴﻬﺎ‬:‫ﻋﻠﻰ ﺣﻤﺎﻳﺔ ا‬ ‫ﻣﻼك ﺑﺎﻟﺸﻜﻞ اﻟﺬي ﻳﺘﻢ اﻟﻌﻤﻞ ﺑﻪ & دﺑﻲ وﻋﺠﻤﺎن وأم اﻟﻘﻴﻮﻳﻦ‬:‫راﺿﻲ وا‬:‫ﺑﻴﻊ ا‬ ‫ & _ﺎل ﺑﻴﻊ‬j‫ﻛ~ ﺗﺸﺪد‬:‫ﻣﺎرﺗﺎن ا‬7‫ة ﻓﻬﻤﺎ ا‬O‫ورأس اﳋﻴﻤﺔ )ﻋﺪا اﻟﺸﺎرﻗﺔ واﻟﻔﺠ‬ ‫ اﳌﻨﺘﻤﲔ‬O‫ﻋﺎﻣﺎ ﻟﻠﻤﻮاﻃﻨﲔ ﻏ‬ ً 99 ‫ﳌﺪة‬ ّ O‫ ﺗﻄﺒﻖ اﻟﻌﺎﺻﻤﺔ ﺳﻴﺎﺳﺔ اﻟﺘﺄﺟ‬،(‫اﻟﻌﻘﺎرات‬ .‫ دول _ﻠﺲ اﻟﺘﻌﺎون اﳋﻠﻴﺠﻲ‬c‫إ‬ 49 ‫ﻣﺎرات“ ﺑﺮﻋﺎﻳﺔ ﻫﻴﺌﺔ‬7‫ أﻃﻠﻘﺖ أﺑﻮ ﻇﺒﻲ ﻣﺴﺎﺑﻘﺔ ”أﻓﻼم ﻣﻦ ا‬،2001 ‫ & اﻟﻌﺎم‬،‫ﺧﺎﻣﺴﺎ‬ ً ‫ أن اﻟﺒﻨﺪ اﻟﻌﺸﺮﻳﻦ ﻣﻦ ﺷﺮوط وﻗﻮاﻋﺪ اﳌﺴﺎﺑﻘﺔ‬-‫ واﳌﻠﻔﺖ‬.‫أﺑﻮ ﻇﺒﻲ ﻟﻠﺜﻘﺎﻓﺔ واﻟ|اث‬ ‫ﻓﻼم ﻟﻠﻤﺸﺎرﻛﺔ & اﳌﻨﺎﻓﺴﺔ ﺑﺸﺮط أن ﲢ|م أﻫﺪاف‬:‫ ”ﻳﺠﻮز ﺗﻘﺪﱘ ا‬:‫ﻳﻨﺺ ﻋﻠﻰ أﻧﻪ‬ ‫ﻣﺎرات‬7‫ﻓﻼم ﻣﻮاﺿﻴﻊ اﻟﺜﻘﺎﻓﺔ أو ﺗﺮاث ا‬:‫ وﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻳﺠﺐ أن ﺗﺘﻨﺎول ا‬،‫اﳌﺴﺎﺑﻘﺔ‬ (9) “.‫اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ Third, Abu Dhabi is also aggressively supporting the Poet of Millions competition in which nabati or traditional Arabian Peninsular dialect is the ticket to large monetary rewards. In fact, this popular and successful show is so notable that it recently made the front page of 8 The New York Times newspaper . Fourth, Abu Dhabi made sure that it does not sell land to non-Gulf nationals. Although it is not certain that this policy will persist in the future, it has acted to safeguard any terrestrial claims that expats may have in the emirate. Rather than selling property and land outright, as is the case in Dubai, Ajman, Um Al Qaiwain, and Ras Al Khaimah (Sharjah and Fujairah are the two most strict emirates with regard to property sales), Abu Dhabi authorizes a 99-year lease for non-GCC citizens. Fifth, in 2001 Abu Dhabi launched the Emirates Film Competition under the umbrella of the Abu Dhabi Authority for Culture and Heritage (ADACH). To the point of Emirati culture, condition number twenty states that “works may be submitted to the competition on the condition that they respect the aims of the competition; speciﬁcally, ﬁlms must deal with Culture or U.A.E. Heritage9.” ‫ وﻗﺪ‬.‫ ﺑﲔ اﻟﻮاﻓﺪﻳﻦ ﻣﻦ ﺟﻬﺔ واﳌﻮاﻃﻨﲔ & إﻣﺎرة أﺑﻮ ﻇﺒﻲ‬a‫ﲢﻘﻴﻖ ﺗﻮازن ﺳﻜﺎ‬ ‫ واﻟﺘﻲ ﻻ ﺗﺒﺎﻋﺪﻫﻤﺎ أﻛ~ ﻣﻦ ﻣﺴﺎﻓﺔ‬،‫ دﺑﻲ‬c‫ﻳﺴﺘﻐﺮق اﻧﺘﻘﺎل ﺑﺴﻴﻂ ﻣﻦ اﻟﺸﺎرﻗﺔ إ‬ (5) ً ‫ ﻛﻴﻠﻮﻣ‬15 ‫وﻧﻈﺮا ﳌﺎ ﻳﺘﻄﻠّﺒﻪ‬ ،‫ ﻟﺬا‬.‫ دﻗﻴﻘﺔ ﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل‬45‫ ﺣﻮا اﻟﺴﺎﻋﺔ و‬،‫|ا‬ ً ‫ﻣﺎراﺗﻴﲔ اﻟﺬﻳﻦ اﻋﺘﺎدوا اﻟﻘﺪوم ﻣﻦ اﳌﻨﺎﻃﻖ‬7‫ون ﻣﻦ ا‬O‫ ﻗﺮر اﻟﻜﺜ‬،‫اﻻﻧﺘﻘﺎل ﻣﻦ وﻗﺖ‬ ‫ وﻗﺪ ﺗﺮﻛﺖ‬.‫ﻣﺎرات اﻟﺸﻤﺎﻟﻴﺔ اﻻﻧﺘﻘﺎل ﻟﻠﻌﻴﺶ & أﺑﻮ ﻇﺒﻲ ودﺑﻲ وﺣﺘﻰ اﻟﺸﺎرﻗﺔ‬7‫وا‬ ً ‫ واﻟﻴﻮم ﻣﺎ‬.‫ﻣﺎراﺗﻴﺔ & اﻟﺒﻼد‬7‫ﻋﻤﻴﻘﺎ & ﺗﺸﻜّ ﻞ ﻣﻼﻣﺢ اﻟﻬﻮﻳﺔ ا‬ ‫أﺛﺮا‬ ً ‫ﻫﺬه اﻟﻈﺎﻫﺮة‬ ،‫ﻣﺎرات اﻟﺘﻘﻠﻴﺪﻳﺔ‬7‫زاﻟﺖ اﳌﻨﺎﻃﻖ اﻟﺮﻳﻔﻴﺔ & اﻟﺒﻼد ﲢﺎﻓﻆ ﺑﺸﻜﻞ أﻓﻀﻞ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ا‬ ‫رض ﻳﺼﻌﺐ ﻋﻠﻴﻨﺎ‬:‫ ﻧﺸﻮء وﻗﺎﺋﻊ ﻋﻠﻰ ا‬c‫ﻓﻴﻤﺎ ﻳﺆدي اﻧﺴﻴﺎﻗﻬﺎ اﻟﺴﺮﻳﻊ ﺧﻠﻒ اﻟﺘﺤﻀﺮ إ‬ ‫ﺟﻴﺎل اﳉﺪﻳﺪة ﻣﻦ‬:‫ ﺑﺪأت ا‬،‫ ﻓﻤﻨﺬ ﺛﻼﺛﺔ ﻋﻘﻮد‬.‫ﺗﻬﺎ اﻟﺴﺮﻳﻌﺔ‬O‫ﻧﻈﺮا ﻟﻮﺗ‬ ً ‫اﻟﺘﻌﺎﻃﻲ ﻣﻌﻬﺎ‬ ‫وﻫﻢ‬ ، ‫اﳋﻴﻤﺔ‬ ‫رأس‬ & “‫”اﻟﺸﺤﻲ‬ ‫ﻗﺒﻴﻠﺔ‬ ‫ ﺑﺎﻻﻧﺘﻘﺎل‬،‫ﻗﻮم ذوو ﻋﺰّ ة وﺳﻤﺎﺣﺔ ﻧﻔﺲ‬ ٌ ّ ‫ﻣﺰﻳﺠﺎ ﺑﲔ اﻟﻠﻬﺠﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫ ﺑﻴﺪ أن ﻟﻐﺘﻬﻢ اﻟﺘﻲ ﺗﺸﻜﻞ‬.‫ أﺑﻮ ﻇﺒﻲ ﻟﻠﻌﻤﻞ ﻓﻴﻬﺎ‬c‫إ‬ ً ‫ وﻫﻲ ﻋﺮﺿﺔ‬،‫ ﺟﻴﻞ أوﻻدﻫﻢ‬c‫اﳋﻠﻴﺠﻴﺔ اﻟﺴﺎﺣﻠ ّﻴﺔ واﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻧﺎد ًرا ﻣﺎ ﺗﻨﺘﻘﻞ إ‬ ‫ة ﺣﻴﺎة اﳌﺪن‬O‫اﺗﺴﻤﺖ وﺗ‬ ‫ ﻛﻤﺎ‬.‫ﻛ ﺳﻨ‬:‫ﺑﺮﻣﺘﻬﺎ ﺑﻌﺪ زوال اﳉﻴﻞ ا‬ ّ ‫ﳋﻄﺮ اﻻﻧﻘﺮاض‬ َ ‫ ﻓﻜﺎن ُﻳﺘﻠﻰ اﻟﺸﻌﺮ & اﺠﻤﻟﺎﻟﺲ وﻳﺘﻌﻠﻢ اﻟﺮﺟﺎل واﻟﻨﺴﺎء‬،‫ اﳌﺘﺤﻀﺮة ﺑﺎﻟﺒﻂء‬O‫ﻏ‬ ‫ ﻣﻦ ﻫﺬه اﻟﻌﺎدات‬O‫ ﻓﻜﺜ‬،‫ أﻣﺎ اﻟﻴﻮم‬.‫ﻃﺒﺎق اﶈﻠّﻴﺔ‬:‫اﳊﺮف اﻟﺘﻘﻠﻴﺪﻳﺔ وﻛﻴﻔﻴﺔ ﻃﻬﻮ ا‬ ‫ وﻫﺎ ﻫﻮ‬،‫ اﻟﺰوال ﺑﺴﺒﺐ ﺣﺮﻛﺔ اﻟﺘّﺤﻀﺮ اﻟﺴﺮﻳﻌﺔ اﻟﺘﻲ اﺟﺘﺎﺣﺖ اﻟﺜﻘﺎﻓﺔ‬c‫& ﻃﺮﻳﻘﻪ إ‬ ‫ﺗﻘﺪم اﻟﺸﻴﺸﺔ‬ ّ ‫َﺒﺪل ﺑﺜﻘﺎﻓﺔ اﳌﻘﺎﻫﻲ اﳌﺴﺘﻮردة اﻟﺘﻲ‬ َ ‫ ﻣﻦ اﺠﻤﻟﺎﻟﺲ ُﻳﺴﺘ‬O‫ﻋﺪد ﻛﺒ‬ ‫ وﻳﺮى اﻟﺒﻌﺾ أن إﻃﻼق ﻣﺜﻞ ﻫﺬا‬.‫ﻧﻜﻠﻴﺰﻳﺔ‬7‫ ﺑﺎﻟﻠﻐﺔ ا‬hubbly- bubbly ِ‫أو ﻣﺎ ﻳﻌﺮف ﺑــ‬ ‫اﻻﺳﻢ‬ ‫ ﺧﻄﻮرة‬j‫ ﻻ ﻳﻌﻜﺲ أﺑﺪ‬،‫ﻣﺮاض اﻟﺴﺮﻃﺎﻧﻴﺔ‬:‫اﳌﻨﻤﻖ ﻋﻠﻰ ﻣﻨﺘﺞ ﻣﺴﺘﻮرد ﻳﺴﺒﺐ ا‬ ّ &‫ و‬.‫ ﺑﻞ وﺑﺜﻘﺎﻓﺔ اﻟﺒﻼد‬،‫ﻣﺎراﺗﻴﺔ ﻓﺤﺴﺐ‬7‫ذﻳﺔ ﺑﺎﻟﺼﺤﺔ ا‬:‫ﻫﺬا اﳌﻨﺘﺞ اﻟﺬي ﻻ ﻳﻠﺤﻖ ا‬ ‫ﻣﺎراﺗﻴﲔ‬7‫ ﻣﻦ اﻟﺸﺒﺎب ا‬O‫ ﻳﺘﻌﻠّﻢ اﻟﻜﺜ‬،‫ﻣﺎراﺗﻴﺔ اﻟﺒﻌﻴﺪة ﻋﻦ اﳌﺪن‬7‫ﺑﻌﺾ اﳌﻨﺎﻃﻖ ا‬ ‫ أﻧﻮاع اﻟﺴﻤﻚ اﳌﻮﺟﻮدة & اﳋﻠﻴﺞ اﻟﻌﺮﺑﻲ وأﻧﻮاع‬c‫واﻟﺘﻌﺮف إ‬ ،‫ﺗﺮﺑﻴﺔ اﻟﻄﻴﻮر اﳉﺎرﺣﺔ‬ ّ ،‫ﻣﺎراﺗﻴﻮن اﳊﻀﺮﻳﻮن & ﺳﻦ اﻟﺜﻼﺛﲔ وﻣﺎ دون‬7‫ & وﻗﺖ ﻳﺴﺘﻨﻜﻒ ﻓﻴﻪ ا‬،‫اﻟﺒﻠﺢ واﻟﺘﻤﺮ‬ ‫ اﻟﻀﺮورﻳﺔ ﺑﺮأﻳﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ ﳊﻴﺎة اﻟﻘﺮن اﻟﻮاﺣﺪ‬O‫وﺟﻪ اﻟﺘﻘﻠﻴﺪﻳﺔ ﻏ‬:‫اﻻرﺗﺒﺎط ﺑﻬﺬه ا‬ .‫واﻟﻌﺸﺮﻳﻦ‬ ~‫ﻛ‬:‫ﻣﺎرة ا‬7‫ﺷﻚ ا‬ ‫ ﻓﺈن أﺑﻮ ﻇﺒﻲ ﻫﻲ ﻣﻦ دون أدﻧﻰ‬،‫ﻣﺎرات اﻟﺴﺒﻊ ﺟﻤﻴﻌﻬﺎ‬7‫وﻣﻦ ﺑﲔ ا‬ ّ ‫ ﺑﺤﺴﺐ ﻧﻈﺮة‬،‫ﻛ‬:‫ول أو اﻟﻀﺤﻴﺔ ا‬:‫اﺳﺘﻘﻄﺎ ًﺑﺎ واﻟﺘﻲ ﳝﻜﻦ أن ﺗﻜﻮن اﳌﺴﺘﻔﻴﺪ ا‬ ‫ إذ إﻧﻪ ﻣﻦ اﳌﺘﻮﻗّ ﻊ أن ﻳﻨﺘﻘﻞ ﻋﺪد اﻟﺴﻜﺎن‬.‫ارﺗﻔﺎع ﻋﺪد اﻟﺴﻜﺎن‬ ‫ ﻣﻦ ﺣﻴﺚ‬،‫ﻣﺮ‬¤‫اﳌﺮء ﻟ‬ ٍ (6) ‫ وﻋﻠﻰ ﻏﺮار‬.2030 ‫ ﻣﻠﻴﻮن ﻧﺴﻤﺔ ﺑﺤﻠﻮل اﻟﻌﺎم‬3،1 c‫ﻣﻦ ﻣﻠﻴﻮن ﻧﺴﻤﺔ ﺣﺎﻟ ًّﻴﺎ ﻟﻴﺼﻞ إ‬ ‫ﻣﺎراﺗﻴﺔ‬7‫ ﻓﺴﻮف ﺗﺘﺄﺛﺮ اﻟﺜﻘﺎﻓﺔ ا‬،j‫ﲢﻀﺮ‬ ّ ~‫ﻛ‬:‫َﻲ دﺑﻲ واﻟﺸﺎرﻗﺔ ا‬ ْ ‫ﻣﺎ ﺣﺼﻞ & إﻣﺎراﺗ‬ ‫ ﻓﻤﺎ ﻫﻲ اﳉﻬﻮد اﻟﺘﻲ ﺗﺒﺬﻟﻬﺎ اﻟﻌﺎﺻﻤﺔ ﶈﺎرﺑﺔ‬.‫ ﺑﻠﻴﻐ ﺑﻬﺬه اﻟﻘﻔﺰة اﻟﻨﻮﻋﻴﺔ‬j‫ﺗﺄﺛﺮ‬ ‫ﺳ|اﺗﻴﺠﻴﺔ‬7‫ وﻳﺒﺪو أن ا‬،‫ﺟﻬﻮد ﻻ ﺑﺄس ﺑﻬﺎ & اﻟﻮاﻗﻊ‬ ‫ة ﻫﺬه؟‬O‫ﻇﺎﻫﺮة اﻟﺘﺂﻛﻞ اﳋﻄ‬ ٌ .‫اﳌﺘّﺒﻌﺔ ﺟﺪﻳﺪة وﺳﺒﺎﻗﺔ‬ Additionally, in September 2009 Abu Dhabi hosted a meeting of UNESCO’s Intergovernmental Committee for the Safeguarding of the Intangible Cultural Heritage “to discuss world cultural traditions that face an immediate risk of being wiped out.” The UAE delegation ‫اف اﻟﻴﻮﻧﺴﻜﻮ‬c‫ﻣﺎراﺗﻲ ﻓﻜﺮة اﻋ‬d‫دﻋﻢ اﻟﻮﻓﺪ ا‬ ّ ،‫ﺑﺎﻟﺼﻘﺎرة‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬d‫ورﺷﺢ رﻗﺼﺎت ا‬ ‫اف اﻟﻬﻴﺌﺔ‬c‫ﻫﻠﺔ“ ﻻﻋ‬a‫اﻟﺘﻘﻠﻴﺪﻳﺔ ”ﻛﺎﻟﻌﻴﺎﻟﺔ“ و”ﻓﻦ ا‬ ‫اﻟﺪوﻟﻴﺔ ﺑﻬﺎ‬ The UAE delegation supported the recognition of falconry by UNESCO and nominated the UAE traditional dances of Al Ayala and Al Ahaala for recognition by the international body crisis. New projects, most of them government-led, were not postponed or terminated as was the case in some of the other six emirates. So high has been the demand for accommodation in Abu Dhabi that the 1980’s and 90’s phenomenon of Emiratis and expats living in one emirate and working in another has been replicated in the capital. I half jokingly told my friends that in 2009 Dubai had become Abu Dhabi’s Sharjah, the latter being seen by some as an alternative accommodation location to Dubai’s relatively more expensive homes. This is not a negative development since it ensures that the numerous projects that are constructed in Dubai remain occupied. The phenomenon has grown so much recently that some Abu Dhabi ﬁrms have arranged to pick up their staff from places like Ibn Battuta mall in Dubai and bus them to work in Abu Dhabi, which is about an hour’s drive away. But where does the UAE identity ﬁgure in all this? Emiratis from a less wealthy background are, like any other nationality, more willing to work in demanding jobs than are their more prosperous fellow citizens. For example, Etisalat in Abu Dhabi is largely run and staffed by Emiratis from Ras Al Khaimah. That should not be seen as a negative phenomenon since their presence has contributed to a demographic balance between expats and nationals in Abu Dhabi. In fact, many Emiratis who traditionally came from the northern lesswealthy emirates and regions have chosen to relocate permanently to Abu Dhabi, Dubai, and even Sharjah. Commuting time is an issue since, for example, a short drive of ﬁfteen kilometres from Sharjah to 5 Dubai can take up to one hour and forty-ﬁve minutes . Movement to the urban areas has drastically affected the locus of Emirati identity in the country. Today, much of the traditional culture of the UAE is better preserved in the rural areas of the country while the nation’s rapid urbanisation is creating realities on the ground that are too fast for us to deal with. For instance, the younger generations of the Shehhi tribe of Ras Al Khaimah, a proud and gracious people, started moving to Abu Dhabi three decades ago for work. Their language, a mixture of Arabian Gulf coastal dialect and classical Arabic, is seldom being transmitted to their children and is at risk of disappearing altogether when the older generation passes on. But in non-urban cities with a slower pace of life poetry is recited in majlises and women and men learn traditional handicrafts and the way to cook local dishes. Many of those traditions are now disappearing because of the rapid urbanisation of culture. Many majlises have been exchanged with the imported culture of coffee houses that serve tobacco called sheesha or hubbly-bubbly. Some say it is too benign a name for a carcinogenic import that is harming not just Emirati health but also our Emirati culture. In suburban settings, on the other hand, many young Emiratis learn how to keep birds of prey, identify the ﬁsh that swim in the Arabian Gulf, and distinguish among various types of dates. Urban Emiratis, those thirty and under, are often loathe to be associated with such non-essential aspects of 21st-century life. Of all seven emirates it is Abu Dhabi, by far the most affluent, that will probably be the biggest benefactor or victim, depending on which way you see it, of a huge population increase that is projected to take the city’s population to 3.1 million by 2030 from the present one million6. And like the more urban emirates of Dubai and Sharjah, Emirati culture will probably be a major casualty of this exponential jump. What is the UAE capital doing to combat such serious erosion? Quite a bit in fact, and its strategy seems to be novel and pre-emptive. 48 ‫ﻣﺎرة ﻧﺤﻮ ازدﻳﺎد ﻋﺪد‬7‫ﺗﻮﺟﻪ ا‬ ‫ ﻟﻜﻦ ﻣﻦ‬.‫ﻣﺎراﺗﻴﺔ ﺳﺘﻨﺠﺢ‬7‫ﻋﻠﻰ اﻟﺜﻘﺎﻓﺔ ا‬ ّ ‫اﳌﺮﺟﺢ أﻧﻪ ﻣﻊ‬ ّ ‫ ﻓﺈﻧﻪ ﻟﻦ ﻳﺒﻘﻰ ﻣﻨﻬﺎ ﺳﻮى أﺟﺰاء & ﻣﻌﻤﻌﺔ‬،‫ﺟﺎﻧﺐ ﻓﻴﻬﺎ ﻧﺤﻮ أﺿﻌﺎف ﺛﻼﺛﺔ‬:‫اﻟﺴﻜﺎن ا‬ .‫اﻟﺘﺠﺮﺑﺔ اﻟﺜﻘﺎﻓﻴﺔ اﳉﺎرﻳﺔ‬ ‫ﻣﺎراﺗﻴﻮن أﻧّﻬﻢ ﺑﺎدﻟﻮا‬7‫ ﻗﺪ ﻳﺄﺗﻲ وﻗﺖ ﻟﻴﺲ ﺑﺒﻌﻴﺪ ﻳﺴﺘﺪرك ﻓﻴﻪ ا‬،‫و& اﻟﻨﻬﺎﻳﺔ‬ ‫ ﺳﻴﻜﻮن اﳉﻴﻞ‬،‫ وﻋﻨﺪﻣﺎ ﺗﺄزف اﻟﺴﺎﻋﺔ‬.‫ & وﻗﺖ ﺿﺌﻴﻞ ﻣﻘﺎﺑﻞ اﻟﻘﻠﻴﻞ اﻟﻘﻠﻴﻞ‬O‫اﻟﻜﺜ‬ ‫ﻧﻘﺎذ ﻣﺎ ﺗﺒﻘّ ﻰ ﻣﻦ أﺷﻼء‬7 ‫ وﺳﺘﺴﻮد ﺣﺎﻟﺔ ﻣﻦ ﺎوﻟﺔ ﻳﺎﺋﺴﺔ‬،‫اﻟﻘﺪﱘ ﻗﺪ ﻓﺎرﻗﻨﺎ‬ ‫ﻧﻘﺎذ ﻣﺎ ﻧﻔﺬ‬7 ‫ان & ﺎوﻟﺔ‬O‫ & ﻣﻨﺰل اﻟﺘﻬﻤﺘﻪ اﻟﻨ‬O‫ ﻛﻤﻦ ﻳﺴ‬،‫ﻣﺎراﺗﻴﺔ‬7‫اﻟﺜﻘﺎﻓﺔ ا‬ ‫ ﻗﺪ ﻳﻜﻮن‬،‫ ﻓﻤﻦ ﺟﻬﺔ‬.‫ﻣﻦ أﻟﺴﻨﺘﻬﺎ‬ ‫ ﺗﻠﻚ اﻟﻨﺎر اﻟﻔﺎﺗﻜﺔ‬،‫ ﻛﻤﺎ ﻳﺨﺸﻰ اﻟﺒﻌﺾ‬،‫اﻟﺘﺤﻀﺮ‬ ّ ً ،‫ﻣﺎراﺗﻴﺔ‬7‫ﺑﺎﻟﺜﻘﺎﻓﺔ ا‬ ‫ وﺣﺎﺋﺮﻳﻦ ﻋﻤﺎ ﺳﻴﺘﺒﻘّ ﻰ ﻟﻨﺎ‬،‫ﻳﻦ ﻣﻨﺎ ﻋﺎﺟﺰﻳﻦ ﻋﻦ إﺧﻤﺎدﻫﺎ‬O‫ﺗﺎرﻛﺔ اﻟﻜﺜ‬ ‫ﻣﺎراﺗﻴﺔ‬7‫ﻣﺜﻞ اﳌﺘﺎﺣﺔ أﻣﺎم اﻟﺜﻘﺎﻓﺔ ا‬:‫ ﻗﺪ ﺗﻜﻮن اﻟﻔﺮﺻﺔ ا‬،‫ وﻣﻦ ﺟﻬﺔ أﺧﺮى‬.‫ﻛﻲ ﻧﻨﻘﺬه‬ .‫ دﺧَ َﻞ & داﺋﺮة اﻟﻌﻮﳌﺔ‬E‫ﻟﻠﺒﻘﺎء & ﻋﺎ‬ urbanisation of Emirati culture only seems to be gaining momentum. Emiratis like the carpooling Aisha have been trying in their own way to cope with this new culture in their attempts to follow the job market. It may be too soon to tell if Abu Dhabi’s strategy of embracing globalisation and employing it as a tool to preserve Emirati culture will be a success. It is likely that as the Emirate heads to tripling its overall, mostly foreign, population, only parts of it will prevail in this rolling cultural experiment. ‫اﺟﺘﻤﺎﻋﺎ ﻟﻠَﺠﻨﺔ‬ 2004 ‫ اﺳﺘﻀﺎﻓﺖ أﺑﻮ ﻇﺒﻲ & ﺷﻬﺮ ﺳﺒﺘﻤ ﻣﻦ اﻟﻌﺎم‬،‫ ذﻟﻚ‬c‫إ‬ ً O‫اﳊﻜﻮﻣﻴﺔ ﻟﺼﻮن اﻟ|اث اﻟﺜﻘﺎ& ﻏ‬ ‫اﳌﺎدي اﻟﺘﺎﺑﻌﺔ ﻟﻠﻴﻮﻧﺴﻜﻮ ﳌﻨﺎﻗﺸﺔ اﻟﺘﻘﺎﻟﻴﺪ‬ ّ ‫ﻣﺎراﺗﻲ ﻓﻜﺮة‬7‫ وﻗﺪ دﻋﻢ اﻟﻮﻓﺪ ا‬.“‫ اﻟﺘﻲ ﺗﻮاﺟﻪ ﺧﻄﺮ اﻟﺰوال اﶈﺪق‬E‫اﻟﺜﻘﺎﻓﻴﺔ & اﻟﻌﺎ‬ ّ ،‫اﻋ|اف اﻟﻴﻮﻧﺴﻜﻮ ﺑﺎﻟﺼﻘﺎرة‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة اﻟﺘﻘﻠﻴﺪﻳﺔ‬7‫ورﺷﺢ رﻗﺼﺎت ا‬ (10) ‫ وﻣﻦ اﻟﻮاﺿﺢ أن أﺑﻮ ﻇﺒﻲ‬. ‫ﻫﻠﺔ“ ﻻﻋ|اف اﻟﻬﻴﺌﺔ اﻟﺪوﻟﻴﺔ ﺑﻬﺎ‬:‫”ﻛﺎﻟﻌﻴﺎﻟﺔ“ و ”ﻓﻦ ا‬ ‫ وﻟﺬﻟﻚ ﻳﺒﺪو أﻧﻬﺎ ﺗﻌﺘﻤﺪ إﺳ|اﺗﻴﺠﻴﺔ‬،‫ﻣﺎراﺗﻴﺔ‬7‫ﲤﺎﻣﺎ ﻣﺪى ﺧﻄﻮرة زوال اﻟﺜﻘﺎﻓﺔ ا‬ ‫ﺗﻌﻲ‬ ً ‫ & ﺳﺒﻴﻞ ﺗﻌﺰﻳﺰ اﻟﺜﻘﺎﻓﺔ‬،‫ﻓﺎدة ﻣﻦ ﻇﺎﻫﺮة اﻟﻌﻮﳌﺔ اﳊﺘﻤﻴﺔ ﺑﺪ ًﻻ ﻣﻦ ﺎرﺑﺘﻬﺎ‬7‫ا‬ .‫ﻣﺎراﺗﻴﺔ واﻟ|وﻳﺞ ﻟﻬﺎ‬7‫ا‬ Finally, there may come a time soon when Emiratis realize that they have exchanged too much, too soon, for too little. By then the old generation would have passed on, and it will be a case of salvaging what is left of Emirati culture in a way like walking into a burned house to salvage what the ﬁre has spared. On the one hand, urbanization may turn out to be, as many fear, the ﬁre that is slowly eating up Emirati culture, leaving many of us helpless to stop it and left wondering what will be left to salvage. On the other hand, it may be the Emirati culture’s best chance of survival in a globalized world. ‫ ﺿﺎﻋﻔﺖ اﻟﻌﺎﺻﻤﺔ ﺟﻬﻮد اﳊﻤﺎﻳﺔ وﻗﺪ ﺑﺪأت ﺗﻠﻮح ﺛﻤﺎر‬،‫ واﺣﺔ اﻟﺼﺤﺮاء‬،‫و& اﻟﻌﲔ‬ ‫ ﻓﻘﺪ ﺗﺰاﻣﻦ ﻣﺜ ًﻼ ﺻﻮن ﻗﻠﻌﺔ اﳉﺎﻫﻠﻲ ﻣﻊ إﻗﺎﻣﺔ ﻣﻌﺮض ﻋﻦ ﺗﺎرﻳﺦ‬.‫ﺗﻠﻚ اﳉﻬﻮد‬ ‫ ﻛﻤﺎ ﺗﺸﻤﻞ‬.‫ﻣﺎرات & أواﺧﺮ اﻟﻘﺮن اﻟﺘﺎﺳﻊ ﻋﺸﺮ‬7‫ول اﻟﺬي ﺣﻜﻢ ا‬:‫اﻟﺸﻴﺦ زاﻳﺪ ا‬ ‫اﻟﺮﺣﺎﻟﺔ‬ ‫اﻟﻘﻠﻌﺔ ﺻﻮ ًرا اﻟﺘﻘﻄﺘﻬﺎ ﻋﺪﺳﺔ‬ ّ ‫ وﻫﻮ أﺣﺪ أواﺋﻞ‬،“‫اﳌﺼﻮر ”وﻳﻠﻔﺮد ﺛﻴﺴﺠﺮ‬ ّ ‫ وﻗﺪ‬.‫ﻣﺎرات اﳌﺘﺼﺎﳊﺔ‬7‫ اﳌﻨﻄﻘﺔ اﻟﺘﻲ ُﻋﺮﻓَ ﺖ وﻗﺘﺬاك ﺑﺎ‬c‫اﻻﺳﺘﻜﺸﺎﻓﻴﲔ اﻟﻐﺮﺑﻴﲔ إ‬ ‫ وأﻃﻠﻘﻮا ﻣﻦ ﺑﺎب اﶈ ّﺒﺔ واﻟ|ﺣﻴﺐ ﻋﻠﻰ اﻟﺰاﺋﺮ‬،‫ﻣﺎرات ﻛﻔﺮدٍ ﻣﻨﻬﻢ‬7‫اﺣﺘﻀﻨﻪ ﺷﻌﺐ ا‬ (11) .‫ﻟﻘﺐ ﻣﺒﺎرك ﺑﻦ ﻟﻨﺪن‬ َ ،‫ اﻟﺬي اﺷﺘﻬﺮ ﺑﻘﻄﻊ ﺻﺤﺮاء اﻟﺮﺑﻊ اﳋﺎ‬a‫اﻟﻳﻄﺎ‬ • A Shorter version of this report appeared in (Al Manakh 2: Gulf Continued) 51 ‫ أو اﳋﺎﺳﺮ‬-‫ﻛ‬:‫ واﻟﺘﻲ ﺗﻘﻒ ﻛﺎﳌﺴﺘﻔﻴﺪ ا‬،‫ﻣﺎراﺗﻴﺔ‬7‫وﻗﺪ ﺗﺘﻔﻮق ﻣﺪﻳﻨﺔ أﺑﻮ ﻇﺒﻲ ا‬ ‫ اﳌﺪﻳﻨﺔ اﳋﻠﻴﺠﻴﺔ‬،‫ﺟﺎﻧﺐ اﻟﺒﺎﺣﺜﲔ ﻋﻦ ﺣﻴﺎة أﻓﻀﻞ ﻓﻴﻬﺎ ﻋﻠﻰ دﺑﻲ‬:‫ ﻣﻦ ﺗﺪﻓﻖ ا‬- ‫ﻛ‬:‫ا‬ ‫اﻟﺮاﺋﺪة & اﻟﺘﻌﻠﻢ ﻣﻦ ﲡﺮﺑﺔ اﺧﺮ واﳊﺪ ﻣﻦ ﺑﻌﺾ اﳌﻤﺎرﺳﺎت اﻟﻘﺎﺋﻤﺔ ﻛﺎﻣﺘﻼك‬ ‫ وﻟﺴﺨﺮﻳﺔ‬.‫ﻣﺎراﺗﻴﺔ‬7‫راﺿﻲ واﺳﺘﺒﺎق اﳉﻬﻮد ﻣﻦ أﺟﻞ اﳊﻔﺎظ ﻋﻠﻰ اﻟﻬﻮﻳﺔ ا‬¤‫ﺟﺎﻧﺐ ﻟ‬:‫ا‬ ‫ ﻣﺎ دﻓﻊ ﺑﺴﻜﺎﻧﻬﺎ ﲟﺎ ﻓﻴﻬﻢ ﻣﻮاﻃﻨﻴﻬﺎ‬j‫ أﺻﺒﺤﺖ اﳌﺪﻳﻨﺔ ﻏﺎﻟﻴﺔ وﻣﻜﻠﻔﺔ ﺟﺪ‬،‫اﻟﻘﺪر‬ ‫ ﻟﻠﻌﻴﺶ ﺧﺎرﺟﻬﺎ‬،‫وﻫﻢ اﻟﺬﻳﻦ ﲢﺮص أﺑﻮ ﻇﺒﻲ ﻛﻞ اﳊﺮص ﻋﻠﻰ ﺣﻤﺎﻳﺘﻬﻢ وﺑﻘﺎﺋﻬﻢ‬ ‫ ﻓﺒﻌﺪ ﻣﺮور أﻛ~ ﻣﻦ ﻋﻘﺪ‬.‫ & ﻣﺴﺎﻛﻦ ﻣﺴﺘﺄﺟﺮة داﺧﻞ اﳌﺪﻳﻨﺔ‬O‫أو ﻣﺸﺎرﻛﺔ اﻟﻐ‬ ‫ﻣﺎراﺗﻴﲔ _ون ﻋﻠﻰ اﻟﻌﻴﺶ & ﻣﺴﺎﻛﻦ‬7‫ﻋﻠﻰ إﻋﺮاب اﻟﺸﻴﺦ زاﻳﺪ ﻋﻦ ﺗﻔﺎﺟﺌﻪ ﺑﺄن ا‬ ‫ وﻗﺪ ﺣﺎول‬.‫زﺧﻤﺎ أﻛ‬ ّ ‫ ﻫﺎ ﻫﻲ ﺣﺮﻛﺔ‬،‫ﻳﺠﺎر‬7‫ﺑﺎ‬ ً ‫ﻣﺎراﺗﻴﺔ ﺗﻜﺘﺴﺐ‬7‫ﲢﻀﺮ اﻟﺜﻘﺎﻓﺔ ا‬ ‫ اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬه اﻟﺜﻘﺎﻓﺔ‬،‫ﻣﺎراﺗﻴﻮن ﻋﻠﻰ ﻃﺮﻳﻘﺔ ”ﻋﺎﺋﺸﺔ“ وﺣﺎﻓﻠﺘﻬﺎ اﳌﺸ|ﻛﺔ‬7‫ا‬ ‫ وﻗﺪ ﻳﺒﺪو ﻣﻦ اﳌﺒﻜﺮ اﻟﻘﻮل ﻣﺎ إذا ﻛﺎﻧﺖ‬.‫اﳉﺪﻳﺪة & ﺎوﻟﺔ ﳌﻮاﻛﺒﺔ ﺳﻮق اﻟﻌﻤﻞ‬ ‫إﺳ|اﺗﻴﺠﻴﺔ أﺑﻮ ﻇﺒﻲ اﻟﺘﻲ ﺗﻘﻀﻲ ﺑﺎﺣﺘﻀﺎن اﻟﻌﻮﳌﺔ واﺳﺘﺨﺪاﻣﻬﺎ ﻛﺄداة ﻟﻠﺤﻔﺎظ‬ ّ ‫ ﺗﻠﻚ اﻟﻨﺎر اﻟﻔﺎﺗﻜﺔ‬،‫ ﻛﻤﺎ ﻳﺨﺸﻰ اﻟﺒﻌﺾ‬،‫اﻟﺘﺤﻀﺮ‬ ‫ﻗﺪ ﻳﻜﻮن‬ ً ‫ﻳﻦ ﻣﻨﺎ ﻋﺎﺟﺰﻳﻦ ﻋﻦ‬9‫ﺗﺎرﻛﺔ اﻟﻜﺜ‬ ،‫ﻣﺎراﺗﻴﺔ‬d‫ﺑﺎﻟﺜﻘﺎﻓﺔ ا‬ ّ ‫ﺳﻴﺘﺒﻘﻰ ﻟﻨﺎ ﻛﻲ ﻧﻨﻘﺬه‬ ‫ وﺣﺎﺋﺮﻳﻦ ﻋﻤﺎ‬،‫إﺧﻤﺎدﻫﺎ‬ ‫ ﻣﻘﻴﻢ & ﻛﻠﻴﺔ دﺑﻲ‬O‫ﺳﻠﻄﺎن ﺳﻌﻮد اﻟﻘﺎﺳﻤﻲ زﻣﻴﻞ ﻏ‬ ‫ ﳝﻜﻨﻚ ﻣﺘﺎﺑﻌﺘﻪ ﻋﻠﻰ‬.‫ﻟ´دارة اﳊﻜﻮﻣﻴﺔ‬ twitter @SultanAlQassemi Sultan Sooud Al Qassemi is a non-resident fellow at the Dubai School of Government. You can follow him on twitter @SultanAlQassemi 1. http://www.youtube.com/watch?v=HVJFoUbUek4 2. http://www.uae.gov.ae/government/politics.htm 3. http://www.uaeinteract.com/docs/Population_leaps_to_8.19_million/41204.htm 4. http://www.business24-7.ae/Articles/2009/8/Pages/03082009/08032009_c722384159174481afb7517de9d6433f.aspx 5. http://www.bi-me.com/main.php?id=11182&t=1 6. http://www.uaeinteract.com/docs/Abu_Dhabis_population_set_to_grow_to_3.1_million_by_2030/26936.htm 7. http://www.cdr.gov.ae/ncdr/English/index.aspx 8. http://www.nytimes.com/2007/08/01/world/africa/01iht-letter.1.6933683.html 9. http://www.eﬁlmc.ae/english/sn_ru_e.aspx?i1=3089&i2=8057&i3=5429 10. http://www.thenational.ae/apps/pbcs.dll/article?AID=/20090928/NATIONAL/709279850 11. http://86.96.196.32/en/portal/heritage/al.jahili.fort.aspx Urbanization may turn out to be, as many fear, the ﬁre that is slowly eating up Emirati culture, leaving many of us helpless to stop it and left wondering what will be left to salvage supported the recognition of falconry by UNESCO and nominated the UAE traditional dances of Al Ayala and Al Ahaala for recognition by the international body10. Abu Dhabi clearly realizes the danger of the disappearing UAE culture, and rather than battling globalization, Abu Dhabi is employing the strategy of using that unstoppable force to promote Emirati culture. In the desert oasis of Al Ain, the capital recently multiplied its preservation efforts, and the results are starting to show. The preservation of Al Jahili Fort, for instance, was coupled with an exhibition of the history of Zayed the First who ruled the emirate in the late 19th century. The fort also houses photographs taken by Wilfred Thesiger, one of the earliest Western explorers to the area known then as the Trucial States. Thesiger was embraced as one of our own by the people of the emirates who affectionately nicknamed the British visitor famous for crossing the Empty Quarter as Mubarak 11 bin London . Abu Dhabi, the city in the UAE that is standing to gain or lose most from the inﬂux of foreigners searching for a better life, may have an advantage over Dubai, the pioneering Gulf city, in that it can learn from other’s experiences and limit practices such as foreign ownership of land and employ a pre-emptive rather than reactionary effort to preserve Emirati identity. And yet it is ironic that the city is becoming so expensive that many of its inhabitants, including Emirati nationals (those people it is keen on protecting the most) are forced either to live outside it or to share a rented accommodation within it. More than a decade after Sheikh Zayed’s declaration that he was surprised to learn that Emiratis are forced to live in rented accommodation, the 50 ‫أﻗﻮل داﺋﻤ إﻧﻨﻲ أؤﻣﻦ ﺑﺎﻟﺸﺒﺎب‪ ،‬وﻻﺑﺪ أن ﻳﺘﻮ‪ c‬اﳌﺴﺆوﻟﻴﺔ اﻟﺸﺒﺎب اﳌﺜﻘﻒ ﻣﻦ أﺑﻨﺎء اﻟﺒﻼد‪،‬‬ ‫ﻓﺎﻟﺸﺒﺎب ﻻ ﻳﻨﻘﺼﻪ اﳊﻤﺎس‪ ،‬وﻣﺎ دام ﻣﺘﺤﻤﺴ وﻣﺆﻣﻨ ﺑﻮﻃﻨﻪ ﻓﺈﻧﻪ ﻗﺎدر ﻋﻠﻰ اﺳﺘﻴﻌﺎب ﻛﻞ ﺟﺪﻳﺪ‪.‬‬ ‫اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬ ‫اﻟﺮﺋﻴﺲ اﻟﺮاﺣﻞ وﻣﺆﺳﺲ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ ‫‪As senior vice-president of Middle East/North Africa for Injaz Al‬‬‫‪Arab, Soraya Al Salti has spent the last decade mobilizing the private‬‬ ‫‪sector and ministries of education in the Arab world to join forces in‬‬ ‫‪creating a new generation of business-minded youth who will become‬‬ ‫‪entrepreneurs and employees of choice for corporations.‬‬ ‫‪Injaz Al-Arab is a non-proﬁt organization that prepares and inspires‬‬ ‫‪Arab youth to succeed in a global economy. Injaz began in the Middle‬‬ ‫‪East under the patronage of Her Majesty Queen Rania Abdullah of‬‬ ‫”‪the Hashemite Kingdom of Jordan as a project of “Save the Children.‬‬ ‫‪With funds from USAID Injaz al-Arab engaged around 500,000 youths‬‬ ‫‪in twelve countries in the region, joining 100 other founding states‬‬ ‫‪across the world that have involved seven million young male and‬‬ ‫‪female students.‬‬ ‫‪Prior to Injaz Al Arab, Soraya worked on a Dutch-funded initiative‬‬ ‫‪that applied Harvard Professor Michael Porter’s model for economic‬‬ ‫‪development to the Levant. She received an executive MBA from‬‬ ‫‪Northwestern University’s international program, having earned earlier‬‬ ‫‪a BS in Economics and Accounting. She won the 2006 Schwab Social‬‬ ‫‪Entrepreneur award for Jordan, became a Young Global Leader of‬‬ ‫‪the World Economic Forum, and in 2009 was the ﬁrst Arab to win the‬‬ ‫‪Skoll Foundation Social Entrepreneurship Award.‬‬ ‫‪Breaking Old Patterns‬‬ ‫‪On Injaz’s efforts to inspire youth and help them realize their‬‬ ‫‪full potential, Soraya Salti says: “We seek to spread the spirit of‬‬ ‫‪entrepreneurship among school students, and break the traditional‬‬ ‫‪prevailing pattern of searching for government jobs instead of working‬‬ ‫‪in the private sector.” Salti emphasizes that students need to be guided‬‬ ‫‪on the right track for their future careers, noting that young age groups‬‬ ‫‪have more ability to acquire new ways of thinking before reaching‬‬ ‫‪universities and have often set their minds in advance. “We prepare‬‬ ‫‪children through Injaz to be their best decision-makers for their‬‬ ‫‪future,” says Soraya.‬‬ ‫‪54‬‬ ‫‪As for the courses taught at Injaz, Salti explains that the curriculum‬‬ ‫‪emphasizes developing student skills with special focus on writing,‬‬ ‫إﻧﺠﺎز اﻟﻌﺮب ﻣﺆﺳﺴﺔ ﺗﻄﻮر ﻣﻬﺎرات‬ ‫‪Al Arab An‬‬ ‫‪ Injaz‬اﻟﺸﺒﺎب ﻟﻠﺘﻔﻮق اﻟﻤﻬﻨﻲ‬ ‫‪organization‬‬ ‫‪SORAYA AL SALTI: EVEN THOUGH‬‬ ‫‪OUR PROGRAM IS OFFERED TO‬‬ ‫‪YOUNG MEN AND WOMEN, MY‬‬ ‫‪HEART IS ALWAYS WITH YOUNG‬‬ ‫‪WOMEN.‬‬ ‫ﻗﺒﻞ اﻻﻧﻀﻤﺎم إ‪” c‬إﳒﺎز اﻟﻌﺮب“‪ ،‬ﻋﻤﻠﺖ ﺛﺮﻳﺎ اﻟﺴﻠﻄﻲ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ”ﳕﻮذج ﻣﺎﻳﻜﻞ ﺑﻮرﺗﺮ‬ ‫ﻟﻠﺘﻨﻤﻴﺔ اﻻﻗﺘﺼﺎدﻳﺔ“ & ا‪:‬ردن‪ .‬ﻓﻬﻲ ﺣﺎﺻﻠﺔ ﻋﻠﻰ ﺑﻜﺎﻟﻮرﻳﻮس & اﻻﻗﺘﺼﺎد واﶈﺎﺳﺒﺔ‪،‬‬ ‫ﻛﻤﺎ ﺣﺼﻠﺖ ﻋﻠﻰ اﳌﺎﺟﺴﺘ‪ & O‬إدارة ا‪:‬ﻋﻤﺎل اﻟﺘﻨﻔﻴﺬﻳﺔ اﻟﺪوﻟﻴﺔ ﻣﻦ ”ﺟﺎﻣﻌﺔ ﻧﻮرث‬ ‫وﺳ|ن“‪ .‬وﻗﺪ ﰎ اﻻﻋ|اف دوﻟﻴ ﲟﺒﺎدرات اﻟﺴﻠﻄﻲ & _ﺎل ﺗﻨﻈﻴﻢ اﳌﺸﺎرﻳﻊ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ ﺣﻴﺚ ﻓﺎزت ﺑﺠﺎﺋﺰة اﻟﺮﻳﺎدة اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻌﺎم ‪ 2009‬ﻣﻦ ﻣﺆﺳﺴﺔ "ﺳﻜﻮل“‪،‬‬ ‫ﻓﻀ ًﻼ ﻋﻦ ﺟﺎﺋﺰة اﻟﻘﺎﺋﺪ اﻟﻌﺎﳌﻲ اﻟﺸﺎب ﻣﻦ اﳌﻨﺘﺪى اﻻﻗﺘﺼﺎدي اﻟﻌﺎﳌﻲ‪ ،‬وﺟﺎﺋﺰة ﺻﺎﺣﺐ‬ ‫اﳌﺒﺎدرة اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻌﺎم ‪ 2006‬ﻣﻦ ﻣﺆﺳﺴﺔ ”ﺷﻮاب“ ﻟﺪﻋﻢ روح اﳌﺒﺎدرة اﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﻛﺴﺮ اﻟﻨﻤﻂ اﻟﺘﻘﻠﻴﺪي‬ ‫وﺣﻮل اﳉﻬﻮد اﻟﺘﻲ ﺗﻘﻮم ﺑﻬﺎ ”إﳒﺎز اﻟﻌﺮب“ ﺗﻘﻮل اﻟﺴﻠﻄﻲ‪” :‬إﻧﻨﺎ ﻧﺴﻌﻰ إ‪ c‬ﺑﺚ روح‬ ‫اﻟﺮﻳﺎدة ﺑﲔ ﻃﻼب اﳌﺪارس‪ ،‬وﻛﺴﺮ اﻟﻨﻤﻂ اﻟﺘﻘﻠﻴﺪي اﻟﺴﺎﺋﺪ & ﺑﺤﺚ اﳌﻮاﻃﻨﲔ ﻋﻦ‬ ‫اﻟﻮﻇﻴﻔﺔ اﳊﻜﻮﻣﻴﺔ‪ ،‬ﺑﺪﻻ ﻣﻦ اﻟﻌﻤﻞ & اﻟﻘﻄﺎع اﳋﺎص‪ “.‬وﺗﺆﻛﺪ اﻟﺴﻠﻄﻲ ﻋﻠﻰ أن‬ ‫ﻃﻠﺒﺔ اﳌﺪارس ”ﻳﺤﺘﺎﺟﻮن إ‪ c‬اﻟﺘﻮﺟﻴﻪ اﻟﺼﺤﻴﺢ اﻟﺬي ﻳﻌﺪﻫﻢ ﻣﺴﺘﻘﺒﻼ & _ﺎﻻت‬ ‫اﻟﻌﻤﻞ“‪ ،‬ﻣﺸ‪O‬ة إ‪ c‬أن اﻟﻄﻼب & اﳌﺮﺣﻠﺔ اﻟﻌﻤﺮﻳﺔ اﻟﺼﻐ‪O‬ة ﻟﺪﻳﻬﻢ اﻟﻘﺎﺑﻠﻴﺔ‬ ‫ﻻﻛﺘﺴﺎب ﻃﺮق اﻟﺘﻔﻜ‪ O‬ﻗﺒﻞ ﺑﻠﻮغ اﳌﺮﺣﻠﺔ اﳉﺎﻣﻌﻴﺔ‪ ،‬واﻟﺘﻲ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮن ﻗﺮاراﺗﻬﻢ‬ ‫ﺧﻼﻟﻬﺎ ﻣﺘﺒﻠﻮرة ﻣﺴﺒﻘﺎ‪ .‬وﺗﻀﻴﻒ ”إﻧﻨﺎ ﻧﻬﻴﺊ ا‪:‬ﻃﻔﺎل ﻣﻦ ﺧﻼل ”إﳒﺎز اﻟﻌﺮب“ ﻻﺗﺨﺎذ‬ ‫اﻟﻘﺮارات ا‪:‬ﻓﻀﻞ ﻟﻬﻢ & ﻣﺴﺘﻘﺒﻞ ﺣﻴﺎﺗﻬﻢ‪“.‬‬ ‫وﻋﻦ اﳌﻮﺿﻮﻋﺎت اﻟﺘﻲ ﻳﺘﻢ ﺗﻌﻠﻴﻤﻬﺎ ﳌﻨﺘﺴﺒﻲ اﻟﻧﺎﻣﺞ‪ .‬ﺗﻮﺿﺢ اﻟﺴﻠﻄﻲ أن اﻟﻧﺎﻣﺞ‬ ‫ﻳﺘﻀﻤﻦ ﺗﻌﻠﻢ أﺻﻮل ﻛﺘﺎﺑﺔ اﻟﺴ‪ O‬اﻟﺬاﺗﻴﺔ‪ ،‬وﺗﺄﺳﻴﺲ اﻟﺸﺮﻛﺎت وﺗﻮﻟﻴﺪ اﻟﻌﺎﺋﺪ ﻣﻨﻬﺎ‪،‬‬ ‫وﺗﺼﻔﻴﺔ أﻋﻤﺎﻟﻬﺎ & ﻧﻬﺎﻳﺔ اﳌﻮﺳﻢ اﻟﺪراﺳﻲ‪ .‬أﻣﺎ ﺟﻠﺴﺎت اﻟﺘﺪرﻳﺐ ﻓﻬﻲ ﳌﺪة‬ ‫ﺳﺎﻋﺔ واﺣﺪة أﺳﺒﻮﻋﻴﺎ‪ ،‬ﲤﺘﺪ ﻋﻠﻰ ﻣﺪار ﻋﺸﺮة أﺳﺎﺑﻴﻊ & ﻛﻞ ﻓﺼﻞ دراﺳﻲ‪.‬‬ ‫وﺣﻮل ﻗﻀﻴﺔ اﻟﺘﻌﻠﻴﻢ ﺗﻘﻮل ﺛﺮﻳﺎ اﻟﺴﻠﻄﻲ‪” :‬إن ﻣﺴﺄﻟﺔ اﻟﺘﻌﻠﻴﻢ & اﻟﻌﺎ‪ E‬اﻟﻌﺮﺑﻲ ﺑﺎﺗﺖ‬ ‫ﻣﻦ أﻫﻢ اﻟﻘﻀﺎﻳﺎ‪ ،‬ﻟﺬﻟﻚ ﻓﺈن ﻫﺪﻓﻨﺎ ا‪:‬ﺳﺎﺳﻲ ﻫﻮ اﺳﺘﺜﻤﺎر ﺮﺟﺎت اﻟ|ﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ‬ ‫ﻟﺪى اﻟﻄﻼب ورﺑﻄﻬﺎ ﺑﺎﻟﻘﻄﺎع اﳋﺎص وﻃﺮح إﳒﺎزاﺗﻬﻢ ﻛﻨﻤﺎذج ﻗﻴﺎدﻳﺔ ﲢﻤﻞ اﳋة‬ ‫واﻟﺘﺄﻫﻴﻞ‪ “.‬وﺗﻌﺰو اﻟﺴﻠﻄﻲ اﻟﺴﺒﺐ & ﻋﺪم ﺗﺄﻫﻞ ﺷﺨﺼﻴﺎت ﻗﺎدرة ﻋﻠﻰ اﺗﺨﺎذ اﻟﻘﺮار‬ ‫واﻟﺘﺤﻠﻴﻞ إ‪” c‬أﺳﻠﻮب اﻟﺘﻌﻠﻴﻢ اﻟﻘﺪﱘ اﻟﺬي ﻳﻌﺘﻤﺪ ﻋﻠﻰ اﳊﻔﻆ واﻟﺘﻠﻘﲔ‪ “.‬وﺗﻀﻴﻒ‬ ‫”ﻫﻨﺎك ﺧﻠﻞ & أﺳﻠﻮب اﻟﺘﺪرﻳﺲ اﳌﺘﺒﻊ & ﻏﺎﻟﺒﻴﺔ اﳌﺪارس اﳊﻜﻮﻣﻴﺔ & اﳌﻨﻄﻘﺔ‬ ‫ﻣﺎ ﻳﻔﻘﺪ اﻟﻄﺎﻟﺐ اﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﺤﻠﻴﻞ‪“.‬‬ ‫ﺣﻠﻮل ﳌﺸﻜﻠﺔ اﻟﺒﻄﺎﻟﺔ‬ ‫وﲢﻠﻞ اﻟﺴﻠﻄﻲ أﺳﺒﺎب ﻣﺸﻜﻠﺔ اﻟﺒﻄﺎﻟﺔ & اﻟﻌﺎ‪ E‬اﻟﻌﺮﺑﻲ‪ ،‬ﻓﺘﻀﻴﻒ إ‪ c‬ﻣﺸﻜﻠﺔ‬ ‫ﻋﺪم إﻳﺠﺎد ﻓﺮص اﻟﻌﻤﻞ‪ ،‬وﻋﺪم اﻟﺘﻮاﻓﻖ ﺑﲔ ﺮﺟﺎت اﻟﺘﻌﻠﻴﻢ وﻣﺘﻄﻠﺒﺎت ﺳﻮق اﻟﻌﻤﻞ‪،‬‬ ‫ﺳﺒﺒﺎ ﺛﺎﻟﺜﺎ ﻧﺎدر‪ j‬ﻣﺎ ﻳﺘﻢ اﻟﺘﻄﺮق إﻟﻴﻪ‪ ،‬وﻫﻮ ﻋﺪم ﻗﺒﻮل اﺠﻤﻟﺘﻤﻊ ﻟﺒﻌﺾ اﳌﻬﻦ‪ ،‬واﻟﺘﻲ‬ ‫ﻳﻌﺘﻫﺎ اﻟﺒﻌﺾ أﻧﻪ ﻣﻦ اﳌﻌﻴﺐ اﻟﻌﻤﻞ ﺑﻬﺎ‪ ،‬وﻫﺬه اﳌﺸﻜﻠﺔ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻌﻄﻴﻞ اﻟﻜﺜ‪O‬‬ ‫ﻣﻦ اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ‪ ،‬و& اﻟﻮﻗﺖ ذاﺗﻪ ﺗﻌﻤﻞ اﻟﺪول ﻋﻠﻰ اﺳﺘ‪O‬اد اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ ﻣﻦ‬ ‫اﳋﺎرج‪.‬‬ ‫‪to inspire a culture of‬‬ ‫‪entrepreneurialism and‬‬ ‫‪business innovation‬‬ ‫ﺛﺮﻳﺎ اﻟﺴﻠﻄﻲ‪ :‬ﺑﺮا‪r‬ﻨﺎ ﻣﻘﺪﻣﺔ ﻟﻠﺸﺒﺎب ﻋﻤﻮﻣﺎ‪،‬‬ ‫ﻟﻜﻦ ﻗﻠﺒﻲ ﻣﻊ اﻟﺸﺎﺑﺎت دوﻣ‪.t‬‬ ‫ﺛﺮﻳﺎ اﻟﺴﻠﻄﻲ‪ ،‬اﻟﺮﺋﻴﺲ ا‪7‬ﻗﻠﻴﻤﻲ ﳌﺆﺳﺴﺔ ”إﳒﺎز اﻟﻌﺮب“ & ﻣﻨﻄﻘﺔ اﻟﺸﺮق ا‪:‬وﺳﻂ‬ ‫وﺷﻤﺎل أﻓﺮﻳﻘﻴﺎ‪ ،‬ﺗﺘﻤﺜﻞ ﻣﻬﻤﺘﻬﺎ & ﺣﻤﻞ اﻟﻘﻄﺎﻋﲔ اﻟﻌﺎم واﳋﺎص ﻋﻠﻰ اﳌﺴﺎﻫﻤﺔ‬ ‫& ﺗﻄﻮﻳﺮ ا‪:‬ﺟﻴﺎل اﻟﻘﺎدﻣﺔ ﻟﻴز ﺑﻴﻨﻬﻢ أﺻﺤﺎب ﻣﺸﺎرﻳﻊ ﻧﺎﺟﺤﺔ‪ ،‬وﻗﺎدة ﺷﺮﻛﺎت ﺑﺎرزة &‬ ‫اﳌﻨﻄﻘﺔ‪ .‬ﺗﻌﺪ ﻣﺆﺳﺴﺔ ”إﳒﺎز اﻟﻌﺮب“ ﻣﻨﻈﻤﺔ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻏ‪ O‬رﺑﺤﻴﺔ‪ ،‬ﺗﺮﻛﺰ ﻋﻠﻰ ﺗﻨﻤﻴﺔ‬ ‫ﻣﻬﺎرات اﻟﺸﺒﺎب‪ ،‬وﺗﻌﻤﻞ & اﳌﻨﻄﻘﺔ اﻟﻌﺮﺑﻴﺔ ﲢﺖ رﻋﺎﻳﺔ ﺟﻼﻟﺔ اﳌﻠﻜﺔ راﻧﻴﺎ ﻣﻠﻜﺔ ا‪:‬ردن‪.‬‬ ‫ﲤﻮﻟﻪ ﻫﻴﺌﺔ اﳌﻌﻮﻧﺔ‬ ‫وﻗﺪ ﺑﺪأت ﻣﺆﺳﺴﺔ ”إﳒﺎز اﻟﻌﺮب“ أﻋﻤﺎﻟﻬﺎ ﻛﻤﺸﺮوع ‪7‬ﻧﻘﺎذ اﻟﻄﻔﻞ ّ‬ ‫ﺗﻮﺳﻌﺖ أﻧﺸﻄﺘﻬﺎ ﻟﺘﻤﺘﺪ إ‪ 12 c‬دوﻟﺔ ﺟﺪﻳﺪة ﺣﻴﺚ ﺗﻘﺪم ﺧﺪﻣﺎﺗﻬﺎ إ‪ c‬ﻧﺤﻮ‬ ‫ا‪:‬ﻣﺮﻳﻜﻴﺔ‪ ،‬ﺛﻢ ّ‬ ‫‪ 500,000‬ﻣﻦ ﺷﺒﺎب ﻫﺬه اﻟﺪول‪ ،‬إﺿﺎﻓﺔ إ‪ c‬ﻣﺎﺋﺔ دوﻟﺔ أﺳﺎﺳﻴﺔ ﺣﻮل اﻟﻌﺎ‪ E‬ﻳﺸﺎرك &‬ ‫أﻧﺸﻄﺘﻬﺎ ﻣﺎ ﻳﻘﺎرب ﺳﺒﻌﺔ ﻣﻼﻳﲔ ﻃﺎﻟﺐ وﻃﺎﻟﺒﺔ‪.‬‬ ‫‪EDUCATION IN THE ARAB WORLD‬‬ ‫‪HAS BECOME ONE OF THE MOST‬‬ ‫‪PROMINENT ISSUES‬‬ ‫وﺣﻮل ﺳﺒﻞ ﻋﻼج ﻫﺬا اﳉﺎﻧﺐ اﳌﺘﻤﺜﻞ & ﺛﻘﺎﻓﺔ اﻟﻌﻴﺐ ﻟﺪى أﻓﺮاد اﺠﻤﻟﺘﻤﻊ‪ ،‬ﺗﻘﻮل‬ ‫اﻟﺴﻠﻄﻲ‪” :‬ﻧﺤﻦ ﻧﻌﻤﻞ ﺣﺎﻟﻴ ﻋﻠﻰ اﳌﺴﺎﻫﻤﺔ & ﺗﻐﻴ‪ O‬اﻟﻨﻈﺮة اﻟﺴﺎﺋﺪة & اﺠﻤﻟﺘﻤﻊ‬ ‫ﲡﺎه ﻣﺜﻞ ﺗﻠﻚ اﳌﻬﻦ‪ ،‬وذﻟﻚ ﻣﻦ ﺧﻼل اﻟﻌﺪﻳﺪ ﻣﻦ اﻟاﻣﺞ اﻟﺘﻲ أﻋﺪدﻧﺎﻫﺎ‪ ،‬و ﺗﺒﺪأ‬ ‫ﺑﺘﻀﻴﻴﻖ اﻟﻔﺠﻮة اﳊﺎﺻﻠﺔ ﺑﲔ ﺮﺟﺎت اﻟﺘﻌﻠﻴﻢ وﺳﻮق اﻟﻌﻤﻞ‪ ،‬واﻟﺘﻲ ﺗﻌﺪ ﻛﺒ‪O‬ة ﺟﺪ‪،j‬‬ ‫ﺣﻴﺚ ﳒﺪ أن ﻗﻄﺎع اﻟﺘﻌﻠﻴﻢ ﻻ ﻳﻌﻲ ﲤﺎﻣ ﺣﺎﺟﺔ ﺳﻮق اﻟﻌﻤﻞ إ‪ c‬اﺳﺘﺨﺪام ا‪:‬دوات‬ ‫اﻻﺣ|اﻓﻴﺔ & أداء اﻟﻌﻤﻞ‪ ،‬ﻛﻤﺎ ﻻ ﳒﺪ أﻳﺔ ﺟﻬﺔ ﺣﻜﻮﻣﻴﺔ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ اﳌﻬﺎرات‬ ‫ا‪7‬دارﻳﺔ واﻟﻘﻴﺎدﻳﺔ ﻟﺪى ﻓﺌﺔ اﳌﺪراء & ﺘﻠﻒ اﺠﻤﻟﺎﻻت‪ ،‬ﻟﺬﻟﻚ ﻫﻨﺎك ﻓﺠﻮة ﻛﺒ‪O‬ة‬ ‫ﻓﻴﻤﺎ ﻳﺘﻢ ﺗﻌﻠﻴﻤﻪ وﻣﺎ ﻳﺘﻢ إﳒﺎزه ﻣﻦ ﻋﻤﻞ & اﳌﺆﺳﺴﺎت اﳋﺎﺻﺔ ‪ ،‬وﻟ‪¤‬ﺳﻒ أﻳﻀ‪،‬‬ ‫ﳒﺪ أن ﻫﺬه اﳌﺆﺳﺴﺎت اﳋﺎﺻﺔ ﻓﻀﻠﺖ اﺳﺘ‪O‬اد ﻣﻮﻇﻔﲔ ﻣﻦ اﳋﺎرج ﻳﺠﻴﺪون‬ ‫‪55‬‬ ‫ ﻓﻬﺬه‬.‫دوات اﻻﺣ|اﻓﻴﺔ & ﻋﻤﻠﻬﻢ ﺑﺪ ًﻻ ﻣﻦ ﻃﺮق اﻟﺘﻌﻠﻴﻢ اﻟﺘﻘﻠﻴﺪﻳﺔ‬:‫اﺳﺘﺨﺪام ا‬ ‫داء اﳌﻬﻨﻲ‬:‫ اﻻﺑﺘﻜﺎري ﻟﺘﻄﻮﻳﺮ أدوات اﻟﻌﻤﻞ وا‬O‫ ﻣﻬﺎرات اﻟﺘﻔﻜ‬c‫اﳌﺆﺳﺴﺎت ﲢﺘﺎج إ‬ ‫ أﻫﻤﻴﺔ ﺗﻨﻤﻴﺔ روح اﻟﻌﻤﻞ ﺿﻤﻦ اﻟﻔﺮﻳﻖ‬c‫“ و& ﻫﺬا اﻟﺼﺪد ﺗﺪﻋﻮ اﻟﺴﻠﻄﻲ إ‬.‫اﳌﺘﻤﻴﺰ‬ ‫ واﻟﺘﻌﺎﻣﻞ ﺑﺈﻳﺠﺎﺑﻴﺔ ﻣﻊ اﻟﺼﻌﻮﺑﺎت‬،‫ وﻛﺬﻟﻚ ﻃﺮق اﺗﺨﺎذ اﻟﻘﺮار‬،c‫و‬:‫ﻣﻨﺬ ﻣﺮاﺣﻞ اﻟﺘﻌﻠﻴﻢ ا‬ .‫واﳌﺸﺎﻛﻞ‬ 57 ‫ ﻓﺘﻨﻮه اﻟﺴﻠﻄﻲ ﺑﺎﳋﻄﻮات اﻟﺘﻲ ﺑﺪأ ﺗﻄﺒﻴﻘﻬﺎ & ﺑﻌﺾ‬،‫أﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺜﻘﺎﻓﺔ اﻟﻌﻴﺐ‬ ‫ إذ ﻻ‬،‫ ﻗﻄﺎع اﻟﺴﻴﺎﺣﺔ & ﻣﻌﻈﻢ اﻟﺪول اﻟﻌﺮﺑﻴﺔ‬c‫ ﻋﻠﻰ ﺳﺒﻴﻞ اﳌﺜﺎل إ‬O‫ وﺗﺸ‬،‫اﻟﺪول‬ ‫ ﻟﻜﻨﻬﻢ & ”إﳒﺎز اﻟﻌﺮب“ ﻗﺎﻣﻮا ﺑﺘﺴﻠﻴﻂ‬،‫ﻳﺮﻏﺐ اﳌﻮاﻃﻨﻮن & اﻟﻌﻤﻞ & اﻟﻔﻨﺎدق‬ ‫اﻟﻀﻮء ﺧﻼل أﺳﺒﻮع ﻛﺎﻣﻞ ﻋﻠﻰ ﻗﺎﺋﺪ اﻟﻌﻤﻞ & أﺣﺪ اﻟﻘﻄﺎﻋﺎت اﻟﺴﻴﺎﺣﻴﺔ ﻛﻨﻤﻮذج‬ ‫ ﻓﻤﺜ ًﻼ ﰎ ﺗﺴﻠﻴﻂ اﻟﻀﻮء ﻋﻠﻰ ﺷﺨﺺ ﻳﻌﻤﻞ ﻃﺎﻫﻴﺎ‬،‫ﳝﻜﻦ أن ﻳﺠﺬب اﻫﺘﻤﺎم اﻟﺸﺒﺎب‬ ‫ وذﻟﻚ ﺣﺘﻰ‬،‫ دوﻻر‬5,000 ‫ أو‬4,000 c‫& أﺣﺪ اﻟﻔﻨﺎدق ﺑﻴﻨﻤﺎ ﻳﺼﻞ راﺗﺒﻪ اﻟﺸﻬﺮي إ‬ ‫ﻳﺘﻌﺮف اﻟﺸﺒﺎب ﻋﻠﻰ ﻫﺬا اﳉﺎﻧﺐ اﳌﻬﻢ ﻣﻦ اﻟﻌﻤﻞ اﻟﺴﻴﺎﺣﻲ اﻟﺬي ﻗﺪ ﻳﻜﻮن _ﻬﻮﻻ ﻟﺪى‬ ‫ﻋﻤﺎل اﳌﺘﺎﺣﺔ & ﻗﻄﺎﻋﺎت ﺳﻴﺎﺣﻴﺔ‬:‫ ﻛﻤﺎ ﻳﺘﻢ إﻟﻘﺎء اﻟﻀﻮء ﻋﻠﻰ ﻃﺒﻴﻌﺔ ا‬، ‫ ﻣﻨﻬﻢ‬O‫اﻟﻜﺜ‬ ‫ﻧﺸﻄﺔ اﻟﺘﻌﺮﻳﻔﻴﺔ‬:‫ وﺗﻮﺿﺢ اﻟﺴﻠﻄﻲ أن ﻫﺬه ا‬.‫ وﻣﺎ ﻫﻲ ﻓﺮص اﻟﻌﻤﻞ ﻓﻴﻬﺎ‬،‫أﺧﺮى‬ ‫ ﺗﻜﻦ ﻟﺪﻳﻬﻢ أي ﻓﻜﺮة‬E‫ و‬،‫ ﺳﻨﺔ‬14 ‫ و‬13 ‫ﻣﻮﺟﻬﺔ ﻟﻠﺸﺒﺎب اﻟﺬﻳﻦ ﺗ|اوح أﻋﻤﺎرﻫﻢ ﺑﲔ‬ ،‫ وﻟﻜﻨﻬﻢ ﺑﻌﺪ إﻃﻼﻋﻬﻢ ﻋﻠﻰ ﺗﻠﻚ اﳌﻌﻠﻮﻣﺎت ﻣﻦ ﺧﻼل اﻟﻧﺎﻣﺞ‬،‫ﻣﺮ‬:‫ﺣﻮل ﻫﺬا ا‬ ‫ وﺗﺮﺟﻊ اﻟﺴﻠﻄﻲ أﺳﺒﺎب‬.‫أﺻﺒﺤﻮا ﻋﻠﻰ دراﻳﺔ أﻛ~ ﺑﻄﺒﻴﻌﺔ اﻟﻌﻤﻞ & ﻫﺬا اﻟﻘﻄﺎع‬ ‫ اﻟﻨﻈﺮة اﻟﺴﺎﺋﺪة ﲡﺎه ﻣﻬﻦ ﺑﻌﻴﻨﻬﺎ ﺑﻮﺻﻔﻬﺎ‬O‫ ﺿﺮورة ﺗﻐﻴ‬c‫اﻻﻫﺘﻤﺎم ﺑﻬﺬا اﳉﺎﻧﺐ إ‬ ‫ ﺿﺎرﺑﺔ اﳌﺜﻞ ﲟﺪﻳﻨﺔ اﻟﻌﻘﺒﺔ ”إذ ﺗﻌﺘﻤﺪ ﺟﻤﻴﻊ اﳌﻬﻦ اﳌﺘﻮﻗﻔﺔ ﻋﻠﻰ اﻟﺘﻄﻮﻳﺮ‬،‫ﻣﻌﻴﺒﺔ‬ ‫ وأﻓﺮاد _ﺘﻤﻊ اﻟﻌﻘﺒﺔ‬،‫اﻟﺴﻴﺎﺣﻲ ﻟﻠﻤﺪﻳﻨﺔ ﻋﻠﻰ اﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺧﺎرج ﻣﺪﻳﻨﺔ اﻟﻌﻘﺒﺔ‬ ‫ ﻓﻌﻤﻠﻨﺎ ﻣﻦ ﺧﻼل‬.‫ذاﺗﻬﻢ ﻟﻴﺴﺖ ﻟﻬﻢ أي ﻳﺪ & اﻻزدﻫﺎر اﻟﺬي وﺻﻠﺖ إﻟﻴﻪ اﳌﺪﻳﻨﺔ‬ ،‫ﻓﺮاد‬:‫ ﻣﻦ ﺧﻼل زﻳﺎدة وﻋﻲ ا‬،‫ ﻧﻈﺮة اﺠﻤﻟﺘﻤﻊ ﻧﺤﻮ ﺗﻠﻚ اﳌﻬﻦ‬O‫ﺑﺮﻧﺎ_ﻨﺎ ﻋﻠﻰ ﺗﻐﻴ‬ ‫ ﺑﺤﻴﺚ ﻧﺰرع أﻓﻜﺎر اﻟﺘﻄﻮر & ﻋﻘﻮﻟﻬﻢ ﻣﻦ ﺧﻼل‬،‫ ﺣﻮل اﳌﻮﺿﻮع‬،‫واﻟﺸﺒﺎب ﺑﺎﻟﺬات‬ & ‫ة ﻣﻦ ﺧﻼل اﻟﻌﻤﻞ‬O‫إﻣﻜﺎﻧﻴﺔ اﻟﺘﻄﻮر اﳌﻬﻨﻲ واﻻرﺗﻘﺎء ﻟﻠﻮﺻﻮل ﳌﻨﺎﺻﺐ إدارﻳﺔ ﻛﺒ‬ ،‫ة ﻣﻦ ﻗﺒﻞ اﳌﻌﻨﻴﲔ ﻣﻦ اﻟﺸﺒﺎب‬O‫ وﻧﺤﻦ ﳒﺪ اﺳﺘﺠﺎﺑﺔ ﻛﺒ‬،‫ اﳌﺮﻏﻮب‬O‫ذﻟﻚ اﻟﻘﻄﺎع ﻏ‬ ‫ وﻻﺷﻚ ﺑﺄن ﻫﺬا اﳌﻮﺿﻮع ﻳﺤﺘﺎج‬،‫اﻟﺬﻳﻦ رﻓﻌﻨﺎ ﻣﺴﺘﻮى اﻟﻮﻋﻲ ﻟﺪﻳﻬﻢ ﺑﻬﺬا اﳉﺎﻧﺐ‬ ‫ ﳑﺎ أدى‬،‫ وﻧﺤﻦ ﻧﻌﻤﻞ ﻋﻠﻰ اﻟﺘﻮﺳﻊ ﻓﻴﻪ ﺿﻤﻦ ﻗﺪراﺗﻨﺎ وإﻣﻜﺎﻧﻴﺎﺗﻨﺎ‬،‫ﻳﻦ‬O‫ﻟﻮﻗﺖ وﺟﻬﺪ ﻛﺒ‬ 250 ‫ﺟﻤﺎ ﺣﺘﻰ ان ﻟـ‬7‫ ﺑﺤﻴﺚ وﺻﻞ اﻟﻌﺪد ا‬،‫ ﺑﺎﳌﺎﺋﺔ ﺳﻨﻮﻳ‬35 ‫ﻟﺘﺰاﻳﺪ اﻟﻄﻼب ﺑﻨﺴﺒﺔ‬ ‫ ﻟﺬا ﻓﻨﺤﻦ ﺑﺤﺎﺟﺔ‬،‫ ﻣﻠﻴﻮن ﻃﺎﻟﺐ ﻋﺮﺑﻲ‬100 c‫ ﻟﻜﻦ ﺣﺠﻢ اﳌﺸﻜﻠﺔ ﳝﺘﺪ إ‬،‫أﻟﻒ ﻃﺎﻟﺐ‬ ‫ ﻟﺘﺜﻘﻴﻒ‬،‫ ودﻋﻢ أﻛ ﻣﻦ اﻟﻘﻄﺎع اﳋﺎص واﻟﻘﻄﺎع اﻟﺘﻌﻠﻴﻤﻲ‬،~‫ وﻗﺪرات أﻛ‬،~‫ﻟﻜﻮادر أﻛ‬ “.‫ﺟﻴﻞ ﺟﺪﻳﺪ ﺗﺨﺘﻠﻒ ﻣﻔﺎﻫﻴﻤﻪ ﻋﻦ اﳌﻔﺎﻫﻴﻢ اﻟﻘﺪﳝﺔ‬ ‫ﻃﻤﻮﺣﺎت ﺷﺒﺎﺑﻴﺔ‬ ‫ ﺗﺬﻛﺮ اﻟﺴﻠﻄﻲ‬،‫ﺣﺼﺎﺋﻴﺎت‬7‫وﺣﻮل ﻧﺴﺒﺔ اﻟﺒﻄﺎﻟﺔ ﻟﺪى ﻓﺌﺔ اﻟﺸﺒﺎب ﻛﻤﺎ ﺗﺴﺠﻠﻬﺎ ا‬ ‫ إذ ﺗ|اوح ﻧﺴﺒﺔ اﻟﺒﻄﺎﻟﺔ ﻟﺪى ﻓﺌﺔ اﻟﺸﺒﺎب‬،‫أرﻗﺎﻣﺎ ﺪدة & ﻋﺪد ﻣﻦ اﻟﺪول اﻟﻌﺮﺑﻴﺔ‬ 11%‫ و‬،‫ & اﻟﺴﻌﻮدﻳﺔ‬28%‫ و‬،‫ & اﻟﻜﻮﻳﺖ‬8% ‫ ﻋﺎﻣﺎ & دول اﳋﻠﻴﺞ ﺑﲔ‬29 ‫ﲢﺖ‬ ‫ أﻣﺎ ﻋﻦ ارﺗﻔﺎع‬.‫ & اﻟﻌﺮاق‬38%‫ و‬،‫ & اﻟﺒﺤﺮﻳﻦ‬27% ،‫ﻣﺎرات‬7‫ & ا‬12%‫ و‬،‫& ﻗﻄﺮ‬ ‫ﻣﺎرات & اﻟﻮﻗﺖ اﻟﺬي ﲢﺘﻞ ﻓﻴﻪ اﻟﻌﻤﺎﻟﺔ‬7‫ﻧﺴﺒﺔ اﻟﺒﻄﺎﻟﺔ ﻧﺴﺒﻴﺎ ﺑﲔ ﻓﺌﺔ اﻟﺸﺒﺎب & ا‬ ‫ﻣﺎراﺗﻲ ﻳﻮدون‬7‫ ﻣﻦ اﻟﺸﺒﺎب ا‬66% ‫ أن‬c‫ ﻓ|ﺟﻌﻬﺎ اﻟﺴﻠﻄﻲ إ‬،‫اﻟﻮاﻓﺪة أﻣﺎﻛﻦ اﻟﻌﻤﻞ‬ ‫ وﻫﺬا ﻳﻌﻨﻲ أن اﳊﻜﻮﻣﺔ ﺗﻘﻮم ﺑﺘﻌﻴﲔ ﻫﺆﻻء اﻟﺸﺒﺎب‬،‫اﻟﻌﻤﻞ & اﻟﻘﻄﺎع اﳊﻜﻮﻣﻲ‬ ‫ ﻟﻜﻦ إﺳ|اﺗﻴﺠﻴﺔ اﳊﻜﻮﻣﺔ‬،‫& اﻟﻮﻗﺖ اﳊﺎ & ﺷﻮاﻏﺮ ﻳﻌﻤﻠﻮن ﺑﻬﺎ ﺣﺴﺐ ﻣﻴﻮﻟﻬﻢ‬ communication, and entrepreneurship, promoting ﬁnancial literacy, and establishing and liquidating companies. The one-hour training sessions occur weekly in each ten-week semester. Soraya Al Salti says this about education: “Education in the Arab world has become one of the most prominent issues. Our primary goal at Injaz is to invest in education and be linked to the private sector, in order to set students’ qualiﬁed achievements as leadership models.” Salti attributes the lack of great decision-makers to the “old education systems focused on rote memorization, where students are merely recipients of information,” and suggests that the methods of teaching followed in most public schools in the region disconnect students from critical thinking. An Answer to Unemployment Tackling unemployment in the Arab world, Salti links unemployment to the lack of job creation and to the great mismatch between educational outcomes and labor market requirements. She cites a third rarely mentioned cause for the high rates of unemployment and the practice of importing needed manpower from abroad, namely, society’s unwillingness to accept some so-called “shameful” kinds of work. However, Salti insists that Injaz is tirelessly trying to change the stereotyped mindset that dominates thinking about such work by establishing programs focused on the problem. The education sector is not fully aware of the importance of adopting professional educational tools to the task. Moreover, government sectors are not working toward developing managerial and leadership skills, and they unfortunately prefer to import people who already have the skills. Those institutions need to think creatively if they are to improve the labor market. Salti emphasizes the importance of instilling team spirit in the early stages of education and dealing positively with challenges and problems. Showcasing Injaz’s work, Soraya Salti refers to the tourism sector. In most Arab countries, according to her, young people are not willing to work in hotels. Injaz has therefore publicized a chief cook who earns between $4,000 and $5,000 monthly so that young people might recognize the importance of tourism jobs. Salti notes that these activities aim to motivate young people between thirteen and fourteen years old. She stresses the need to change the prevailing concepts towards certain occupations and gives the example of the Jordanian city of Aqaba where touristic development depends totally THE GAP BETWEEN EDUCATIONAL OUTPUT AND LABOR MARKET SHOULD BE REDUCED 56 the schooling. In Europe, Britain and Germany are leading models in vocational education, and the largest car manufacturers assist in the education of mechanical specialists. 38٪ ‫ و‬8 ٪ Salti has a vision for the youth of today. She asserts that “young women in the Arab world have great potentials. Each year at annual youth competitions, we ﬁnd that the majority of winners are women, and about 60% of youth at universities are female students.” Salti says that young women “should believe in their capabilities, and we will provide them with full support to be leading models in their societies. The United Arab Emirates tremendously supports its youth, and we have seen models of young Emirati female leaders. I must admit that even though our program is offered to young men and women, my heart is always with young women.“ UNEMPLOYMENT RATE IN THE GULF STATES IS BETWEEN 8% AND 38% ،‫ﻫﻲ اﻟﻌﻤﻞ ﻋﻠﻰ ﺗﺸﺠﻴﻊ ﻫﺆﻻء اﻟﺸﺒﺎب ﻟﻼﻟﺘﺤﺎق ﺑﺎﻟﻌﻤﻞ & اﻟﻘﻄﺎع اﳋﺎص‬ ‫ ﺑﺤﻴﺚ ﺗﻜﻮن ﻟﺪﻳﻬﻢ اﻟﻘﺪرة‬،‫ﻃﺎر‬7‫وﺣﻔﺰ ﻗﺪراﺗﻬﻢ ﻋﻠﻰ إﺛﺒﺎت اﻟﺬات واﻟﻨﺠﺎح & ﻫﺬا ا‬ ‫ وﺟﻮد ﻗﻴﺎدات إﻣﺎراﺗﻴﺔ & اﻟﻘﻄﺎع‬c‫ ﳑﺎ ﻳﺆدي ﺑﻌﺪ ﻣﺪة إ‬،‫واﳌﻬﺎرة ﻋﻠﻰ اﳌﻨﺎﻓﺴﺔ‬ .‫اﳋﺎص‬ c‫وﻋﻦ ﻛﻴﻒ ﳝﻜﻦ ﺗﺸﺠﻴﻊ ﺷﺒﺎﺑﻨﺎ ﻋﻠﻰ ﲢﻮﻳﻞ رﻏﺒﺘﻬﻢ ﻟﺪﺧﻮل اﻟﻘﻄﺎع اﳊﻜﻮﻣﻲ إ‬ ‫ ﺗﺮى اﻟﺴﻠﻄﻲ أن ﺗﻔﻌﻴﻞ ﺳﻴﺎﺳﺔ ﺗﺮﻏﻴﺐ اﻟﺸﺒﺎب ﳋﻮض‬،‫اﻻﻟﺘﺤﺎق ﺑﺎﻟﻘﻄﺎع اﳋﺎص‬ ‫ ﻣﻮاﺻﻠﺔ‬c‫ﻏﻤﺎر اﳌﻨﺎﻓﺴﺔ واﻛﺘﺸﺎف ﺣﻮاﻓﺰ وﻃﻤﻮﺣﺎت اﻟ|ﻗﻲ اﳌﻬﻨﻲ ﲢﺘﺎج إ‬ ‫ وﺗﻀﻴﻒ "ﻧﺤﻦ ﻧﺮى ﻟﺪﻳﻨﺎ‬،‫اﻟﻌﻤﻞ واﳉﻬﺪ اﻟﺪؤوب & اﻟﺘﻮﻋﻴﺔ ﺑﺂﻓﺎق ﻫﺬه اﺠﻤﻟﺎﻻت‬ ‫_ﻤﻮﻋﺔ ﻣﻦ اﳌﺘﻄﻮﻋﲔ ﻧﺴﺄﻟﻬﻢ ﻋﻦ ﺳﺒﺐ ﺳﻌﻴﻬﻢ ﻟﻠﻌﻤﻞ & اﻟﻘﻄﺎع اﳋﺎص‬ ‫ ﻓﻴﺠﻴﺒﻮﻧﻨﺎ ﺑﺄن ﻫﺪﻓﻬﻢ ﻟﻴﺲ ﻓﻘﻂ أن‬،‫ﺑﻌﺪ ﺣﺼﻮﻟﻬﻢ ﻋﻠﻰ ﺷﻬﺎدات ﺟﺎﻣﻌﻴﺔ ﻋﺎﳌﻴﺔ‬ ‫ ﻓﻜﻞ إﻧﺴﺎن ﻋﻨﺪﻣﺎ‬،‫ن ﻃﻤﻮﺣﻬﻢ أﻛ ﻣﻦ ذﻟﻚ‬: ،‫ﻳﺼﺒﺤﻮا _ﺮد ﻣﻮﻇﻔﲔ ﺣﻜﻮﻣﻴﲔ‬ ‫ﻧﻪ ﳝﺜﻞ ﻃﻤﻮﺣﻪ‬: ،‫ ﻓﺈﻧﻪ ﻳﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺣﻠﻤﻪ‬،‫ﻳﺮﻳﺪ اﻟﻮﺻﻮل ﳌﺴﺘﻮى ﻣﻌﲔ‬ “.‫ ﻣﻦ ﻫﺪف اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي & اﻟﺪوﻟﺔ‬j‫ واﻟﺘﻲ ﺗﻌﺘ أﻳﻀﺎ ﺟﺰء‬،‫وﻏﺎﻳﺘﻪ & اﳊﻴﺎة‬ 59 ‫ ﺳﻨﺔ ﳑﻦ ﻳﻌﺎﻧﻮن‬29 ‫ﻣﺎرات ﲢﺖ‬7‫ ﻣﻦ ﻧﺴﺒﺔ ﺷﺒﺎب ا‬25% ‫ أن‬c‫ اﻟﺴﻠﻄﻲ إ‬O‫وﺗﺸ‬ ‫ ﻻﻓﺘﺔ‬،‫ ﻳﻜﻦ أﺣﺪ ﻳﻘﺒﻞ ﻋﻠﻴﻬﺎ ﺳﺎﺑﻘﺎ‬E ‫ ﺗﻘﻠﻴﺪﻳﺔ‬O‫اﻟﺒﻄﺎﻟﺔ ﻳﻮدون اﻻﻟﺘﺤﺎق ﲟﻬﻦ ﻏ‬ ‫ﻓﻜﺎر واﳌﻬﺎرات اﻟﺘﻲ ﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﲢﻘﻴﻖ‬:‫ ﺿﺮورة ﺗﺰوﻳﺪ ﻫﺆﻻء اﻟﺸﺒﺎب ﺑﺎ‬c‫إ‬ ‫ ﻣﻦ اﳌﻨﻈﻤﺎت‬O‫ وﻫﻮ ﻣﺎ ﺗﻘﻮم ﺑﻪ ﻛﺜ‬،‫ ﻓﻀﻼ ﻋﻦ ﺗﺄﻣﲔ اﻟﻮﻇﺎﺋﻒ ﻟﻬﻢ‬،‫ﻃﻤﻮﺣﺎﺗﻬﻢ‬ ‫ وذﻟﻚ ﻋﻦ ﻃﺮﻳﻖ زﻳﺎدة اﻟﻌﻨﺎﻳﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ‬،‫ﻣﺎرات‬7‫واﻟﻬﻴﺌﺎت اﻟﺘﻲ ﺗﺮﻋﻰ اﻟﺸﺒﺎب & ا‬ ‫ة‬O‫ وﻫﻨﺎك ﻣﺜﺎل ﺑﺎرز & ﻫﺬا اﺠﻤﻟﺎل ﺗﻌﻄﻴﻪ ﺗﻮﻧﺲ اﻟﺘﻲ اﺳﺘﺜﻤﺮت ﻣﺒﺎﻟﻎ ﻛﺒ‬.‫اﳌﻬﻨﻲ‬ ‫& اﻟﺘﻌﻠﻴﻢ اﳌﻬﻨﻲ ﺑﺤﻴﺚ ﻳﺤﺼﻞ اﳋﺮﻳﺞ & ﻫﺬا اﺠﻤﻟﺎل ﻋﻠﻰ ﻋﻤﻞ ﻗﺒﻞ أي ﺧﺮﻳﺞ‬ ‫ وﻧﺤﻦ ﻧﺮى ﳕﺎذج ﻣﻦ ﺑﺮﻳﻄﺎﻧﻴﺎ وأﳌﺎﻧﻴﺎ ﺗﻮﺿﺢ أن ﻃﺮق اﻟﺘﻌﻠﻴﻢ وأﺳﺎﻟﻴﺒﻪ ﺗﺮﺑﻂ‬،‫آﺧﺮ‬ ،‫ ﺑﲔ اﳌﺆﺳﺴﺎت & اﻟﻘﻄﺎع اﳋﺎص ﻣﻦ ﻧﺎﺣﻴﺔ واﻟﺘﻌﻠﻴﻢ ﻣﻦ ﻧﺎﺣﻴﺔ أﺧﺮى‬O‫ﺑﺸﻜﻞ ﻛﺒ‬ ‫ﻓﻤﺜ ًﻼ اﳌﺘﺨﺼﺺ & اﻟﻌﻤﻞ اﳌﻴﻜﺎﻧﻴﻜﻲ & ﻫﺬه اﻟﺒﻼد ﺗﺴﺎﻋﺪه أﻛ ﺷﺮﻛﺎت ﺗﺼﻨﻴﻊ‬ .‫اﻟﺴﻴﺎرات ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻋﻤﻠﻪ‬ WE HAVE SEEN IN THE EMIRATES MODELS OF YOUNG EMIRATI FEMALE LEADERS ‫ اﻟﻌﺮﺑﻲ ﻟﺪﻳﻬﻦ‬E‫وﺣﻮل رؤﻳﺘﻬﺎ ﻟﺸﺒﺎب اﻟﻴﻮم ﺗﺆﻛﺪ اﻟﺴﻠﻄﻲ أن ”اﻟﺸﺎﺑﺎت & اﻟﻌﺎ‬ ‫ وﻛﻞ ﻋﺎم ﻋﻨﺪﻣﺎ ﻧﻘﻮم ﺑﺈﺟﺮاء اﳌﻨﺎﻓﺴﺔ‬،‫ة‬O‫ وإﻣﻜﺎﻧﺎت ﻛﺒ‬،‫ة ﳑﺘﺎزة‬O‫ﻗﺪرات ﻛﺒ‬ 60 ‫ وﺣﻴﺚ إن ﻧﺤﻮ‬،‫ ﳒﺪ أن اﻟﻐﺎﻟﺒﻴﺔ اﻟﻔﺎﺋﺰة ﻫﻦ ﻣﻦ اﻟﻔﺘﻴﺎت‬،‫اﻟﺴﻨﻮﻳﺔ ﺑﲔ اﻟﺸﺒﺎب‬ .‫ ﻓﻬﺬا ﻳﻌﻨﻲ أن ﻧﺴﺒﺘﻬﻦ أﻛ‬،‫ﺑﺎﳌﺎﺋﺔ ﻣﻦ ﻧﺴﺒﺔ اﻟﺸﺒﺎب & أي ﺟﺎﻣﻌﺔ ﻣﻦ اﻟﻔﺘﻴﺎت‬ & ‫ ﻟﻴﻜﻦ ﻗﺪوة‬،‫ وﻧﺤﻦ ﺳﻨﻘﺪم ﻟﻬﻦ اﻟﺪﻋﻢ‬،‫أود اﻟﻘﻮل إﻧﻬﻦ ﻳﺠﺐ أن ﻳﺆﻣﻦ ﺑﺈﻣﻜﺎﻧﺎﺗﻬﻦ‬ ،‫ﻣﺎرات ﻣﻦ اﻟﺪول اﻟﺪاﻋﻤﺔ ﻟﻠﺸﺒﺎب واﻟﺸﺎﺑﺎت ﲟﺎ وﻓﺮﺗﻪ ﻣﻦ إﻣﻜﺎﻧﺎت‬7‫ وا‬،‫_ﺘﻤﻌﺎﺗﻬﻦ‬ ‫ ورﻏﻢ أن ﺑﺮﻧﺎ_ﻨﺎ ﻣﻘﺪم‬.‫ﻣﺎرات ﳕﺎذج ﻣﺸﺮﻓﺔ ﻣﻦ اﻟﺸﺎﺑﺎت اﻟﻘﻴﺎدﻳﺎت‬7‫وﻟﺪﻳﻨﺎ & ا‬ .“‫ ﻟﻜﻦ ﻗﻠﺒﻲ ﻣﻊ اﻟﺸﺎﺑﺎت دوﻣ‬،‫ﻟﻠﺸﺒﺎب واﻟﺸﺎﺑﺎت‬ on imported workers while people of the Aqaba community are not involved in the prosperity of their own city. We have tried through our program, Salti adds, to change the view of society, particularly the youth, toward these professions. She acknowledges that change comes slowly, but satisfaction among youth who were encouraged to join “undesirable” sectors has been signiﬁcant. Injaz has increased the number of its students by thirty-ﬁve percent annually and has so far reached 250,000 students. But serving the potential audience of 100 million Arab students will require more staff and greater support from both the private and government sectors. Youth Aspirations Salti notes these unemployment rates among young people under twenty-nine years of age in the Gulf States: 8% in Kuwait, 28% in Saudi Arabia, 11% in Qatar, 12 % in the UAE, 27% in Bahrain, and 38% in Iraq. Salti notes that 66% of the UAE’s youth prefer to work in the government sector even though the government’s strategy is to encourage these young people to acquire the high skills allowing them to compete and work in the private sector so that they can establish themselves later as Emirati leaders in the private sector. Encouraging young people to join the private sector, Salti calls on young people to develop their skills with assiduous work and persistent efforts. She ﬁnds that the young people who join the private sector after earning their university degrees say that they aspire to achieving their dreams, ambitions, and to raising their economic status. Salti points out that 25% of unemployed Emirati youth under twentynine years of age are looking to pursue non-traditional careers, a condition that suggests the need to provide them with the vocational education that will allow them to secure jobs. Many UAE organizations and agencies offer vocational education. That opportunity in Tunisia, which has heavily invested in vocational education, has allowed vocational school graduates to obtain work before those without 58 ‫‪1%‬‬ ‫‪1%‬‬ ‫‪3%‬‬ ‫‪74%‬‬ ‫‪21%‬‬ ‫‪61‬‬ ‫‪60‬‬ ‫‪ BY DR. MOUAWIYA AL AWAD‬ﺑﻘﻠﻢ اﻟﺪﻛﺘﻮر ﻣﻌﺎوﻳﺔ اﻟﻌﻮض‬ (‫)ﰎ اﺧﺘﺼﺎر ﻫﺬه اﳌﻘﺎﻟﺔ ﻟﺪواﻋﻲ اﻟﻨﺸﺮ‬ this publication] 1% 1% 3% 74% ~‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة ﺑﺄﻛ‬7‫ﺟﺎﻧﺐ & اﻟﻘﻄﺎع اﳋﺎص ﺑﺪوﻟﺔ ا‬:‫ﻳﻘﺪر ﻋﺪد اﻟﻌﺎﻣﻠﲔ ا‬ َ ‫ اﻟﺪوﻟﺔ ﻟﻌﺪة‬c‫ﺟﻨﺒﻴﺔ إ‬:‫ ﻟﻠﻌﻤﺎﻟﺔ ا‬O‫ وﻳﻌﺰى اﻻﺳﺘﻘﺪام اﻟﻜﺒ‬.‫ﻣﻦ أرﺑﻌﺔ ﻣﻼﻳﲔ ﻋﺎﻣﻞ‬ ‫ة اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي اﳌﺮﺗﻔﻊ واﳌﺮﺗﺒﻂ ﺑﺘﺪﻓﻖ اﻟﻌﻮاﺋﺪ اﻟﻨﻔﻄﻴﺔ ﻣﻨﺬ‬O‫ ﻣﻨﻬﺎ وﺗ‬،‫ﻋﻮاﻣﻞ‬ ‫ ارﺗﻔﺎع اﻟﻄﻠﺐ ﻋﻠﻰ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ اﻟﻮاﻓﺪة ﻣﻘﺎﺑﻞ ﻋﺪم‬c‫أدى إ‬ ّ ‫أواﺋﻞ اﻟﺴﺒﻌﻴﻨﺎت واﻟﺬي‬ ‫ أن اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي اﳌﻀﻄﺮد‬O‫ ﻏ‬.‫إﻣﻜﺎﻧﻴﺔ ﺗﻠﺒﻴﺔ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ اﻟﻮﻃﻨﻴﺔ ﻟﻬﺬا اﻻرﺗﻔﺎع‬ ‫ ﻋﻠﻰ اﻟﻌﻤﺎﻟﺔ‬O‫ ﺣﺪ ﻛﺒ‬c‫ اﻟﻨﻔﻄﻴﺔ ﻣﺎ ﻳﺰال رﻏﻢ ﻣﺮور اﻟﺴﻨﲔ ﻳﻌﺘﻤﺪ إ‬O‫& اﻟﻘﻄﺎﻋﺎت ﻏ‬ & ‫ واﻟﺘﻲ ﻳﻔﺪ ﻣﻌﻈﻤﻬﺎ ﻣﻦ اﻟﺪول اﺳﻴﻮﻳﺔ اﻟﺘﻲ ﺗﺸﻬﺪ ﻃﻔﺮة‬،‫ﺟﻨﺒﻴﺔ اﻟﺮﺧﻴﺼﺔ‬:‫ا‬ .‫اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ‬ ‫ ﻓﺈن ارﺗﻔﺎع اﻟﺮﻳﻊ اﻻﻗﺘﺼﺎدي‬،‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫وﺑﺎﳌﻘﺎرﻧﺔ ﻣﻊ ﻣﻮاﻃﻨﻲ دوﻟﺔ ا‬ ‫ة‬O‫اﳌﺮﺗﺒﻂ ﺑﺎﻟﻌﻤﺎﻟﺔ اﻟﻮاﻓﺪة وﻗﺪرﺗﻬﺎ ﻋﻠﻰ ﲢﻤﻞ اﻟﻌﻤﻞ & ﻇﺮوف ﻗﺎﺳﻴﺔ وﻓﻘ‬ ‫ ﻋﻠﻰ ﻫﺬه اﻟﻌﻤﺎﻟﺔ ﺑﺤﻴﺚ ﺑﺎﺗﺖ‬O‫ اﻻﻋﺘﻤﺎد اﻟﻜﺒ‬c‫أدى إ‬ ّ ،‫ واﻟﻌﻤﻞ ﻟﺴﺎﻋﺎت ﻃﻮﻳﻠﺔ‬،‫ﻧﺴﺒﻴ‬ ‫ ﻗﺪ‬،‫ وﻣﻊ ذﻟﻚ‬.‫ ﻣﻦ ﻧﺴﺒﺔ اﻟﻌﻤﺎﻟﺔ ﻋﻤﻮﻣ‬98% ‫ﺗﻬﻴﻤﻦ ﻋﻠﻰ اﻟﻘﻄﺎع اﳋﺎص ﺑﻨﺴﺒﺔ‬ .‫ﻻ ﺗﻜﻮن اﻟﺘﻜﻠﻔﺔ اﻟﺮﺧﻴﺼﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺸﺮﻛﺎت اﻟﻘﻄﺎع ﺻﺤﻴﺤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﺟﺎﻧﺐ( ﻻ ﻳﺴﺘﺪﻋﻲ ﻣﻀﺎﻋﻔﺔ‬:‫ﺟﻨﺒﻴﺔ )ﻣﻦ اﳌﻘﻴﻤﲔ ا‬:‫ ﻣﻦ اﻟﻌﻤﺎﻟﺔ ا‬O‫ﻓﺎﻟﺘﻮاﺟﺪ اﻟﻜﺒ‬ ‫ ﺑﻞ ﻫﻮ‬،‫ﻫﺎ ﻓﺤﺴﺐ‬O‫ﻣﻨﻴﺔ وﻏ‬:‫ ا‬O‫اﳋﺪﻣﺎت اﻟﺘﻲ ﺗﻮﻓﺮﻫﺎ اﳊﻜﻮﻣﺔ ﲟﺎ & ذﻟﻚ اﻟﺘﺪاﺑ‬ .‫ﻳﻬﺪد اﻟﻬﻮﻳﺔ اﻟﻮﻃﻨﻴﺔ ﻟﻠﺒﻼد‬ 21% ‫ﺟﻨﺒﻲ‬a‫ﺗﻮزﻳﻊ ﻣﺘﻮﺳﻂ اﻟﺘﻜﺎﻟﻴﻒ اﳋﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻞ ا‬ (٪) ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬d‫ ا‬O DISTRIBUTION OF AVERAGE COSTS FOR A FOREIGN WORKER IN THE UAE (%) :‫ ﺛﻼﺛﺔ أﻗﺴﺎم‬c‫ﺟﻨﺒﻴﺔ إ‬:‫ ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺗﻜﻠﻔﺔ ﺗﻮﻇﻴﻒ اﻟﻌﻤﺎﻟﺔ ا‬،‫وﻣﻦ ﻧﺎﺣﻴﺔ أﺧﺮى‬ ‫دارﻳﺔ‬7‫ ﺗﺸﻤﻞ اﻟﺘﻜﻠﻔﺔ ا‬.‫ة واﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬O‫ اﻟﺘﻜﻠﻔﺔ اﳌﺘﻐ‬،‫دارﻳﺔ‬7‫اﻟﺘﻜﻠﻔﺔ ا‬ ‫ ﺘﻠﻒ اﻟﻮزارات‬c‫واﻟﺘﻜﻠﻔﺔ اﻟﺘﻮﻇﻴﻔﻴﺔ ﺟﻤﻴﻊ أﻧﻮاع اﻟﺮﺳﻮم اﻟﺘﻲ ﺗﺪﻓﻌﻬﺎ اﻟﺸﺮﻛﺎت إ‬ ‫ﻣﺎرات‬7‫ ﻟﻠﻌﻤﻞ & دوﻟﺔ ا‬a‫دارات ﻻﺳﺘﻘﺪام اﻟﻌﻤﺎل وﻣﻨﺤﻬﻢ اﻟﻮﺿﻊ اﻟﻘﺎﻧﻮ‬7‫وا‬ ‫ ﺟﻤﻠﺔ اﻟﺘﻜﺎﻟﻴﻒ اﻟﺘﻲ ﺗﺪﻓﻌﻬﺎ ﻫﺬه اﻟﺸﺮﻛﺎت‬c‫ وﻫﻲ ﺗﻜﺎﻟﻴﻒ ﺗﻀﺎف إ‬.‫اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ ‫ وأﻣﺎ اﻟﺘﻜﺎﻟﻴﻒ‬.‫ﻟﻘﻄﺎﻋﺎت اﳌﻮارد اﻟﺒﺸﺮﻳﺔ اﳌﺘﺨﺼﺼﺔ & ﺗﻮﻇﻴﻒ ﻫﺆﻻء اﻟﻌﻤﺎل‬ ‫ﺟﻮر واﳌﺮﺗﺒﺎت وﺟﻤﻴﻊ اﳌﺰاﻳﺎ اﳌﺎﻟﻴﺔ )اﻟﻨﻘﺪﻳﺔ( واﻟﻌﻴﻨﻴﺔ‬:‫ة ﻓﻬﻲ ﲤﺜﻞ ا‬O‫اﳌﺘﻐ‬ ‫ ﺑﻴﻨﻤﺎ ﺗﺸﻤﻞ اﻟﺘﻜﺎﻟﻴﻒ اﻻﺟﺘﻤﺎﻋﻴﺔ ﺟﻤﻴﻊ اﻟﺘﻜﺎﻟﻴﻒ‬،‫ اﻟﻨﻘﺪﻳﺔ( اﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻌﻤﺎل‬O‫)ﻏ‬ ‫ اﳌﺒﺎﺷﺮة اﻟﺘﻲ ﺗﺘﺤﻤﻠﻬﺎ اﳊﻜﻮﻣﺎت اﶈﻠﻴﺔ واﻻﲢﺎدﻳﺔ واﺠﻤﻟﺘﻤﻊ‬O‫اﳌﺒﺎﺷﺮة وﻏ‬ .‫ﻟﺘﻮﻇﻴﻒ وﺗﺸﻐﻴﻞ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ‬ ‫دارﻳﺔ واﻟﺘﻜﺎﻟﻴﻒ اﻟﺘﻮﻇﻴﻔﻴﺔ اﻟﻌﺎﻣﺔ ﻟﻠﻌﺎﻣﻞ‬7‫ﺗﻘﺪر ﻫﺬه اﻟﺪراﺳﺔ ﻣﻌﺪل اﻟﺘﻜﺎﻟﻴﻒ ا‬ ّ ‫ درﻫﻢ إﻣﺎراﺗﻲ ﻟﻠﻴﺪ اﻟﻌﺎﻣﻠﺔ‬3,404 ‫ و ﺣﻮا‬،‫ درﻫﻢ إﻣﺎراﺗﻲ‬2,674 ‫اﻟﻮاﺣﺪ ﺑﺤﻮا‬ ‫ﺟﻮر واﳌﺰاﻳﺎ‬:‫وﺗﻘﺪر ا‬ .‫ اﳌﺎﻫﺮة‬O‫ درﻫﻢ إﻣﺎراﺗﻲ ﻟﻠﻌﻤﺎﻟﺔ ﻏ‬2,296 ‫ ﻣﻘﺎﺑﻞ‬،‫اﳌﺎﻫﺮة‬ ّ .‫ درﻫﻢ إﻣﺎراﺗﻲ ﺳﻨﻮﻳ ﻟﻠﻌﺎﻣﻞ اﻟﻮاﺣﺪ ﺑﺸﻜﻞ ﻋﺎم‬41,000 ‫ اﻟﻨﻘﺪﻳﺔ ﺑﺤﻮا‬O‫اﻟﻨﻘﺪﻳﺔ وﻏ‬ ‫ درﻫﻢ‬129,302 ‫وﺑﺎﻟﺘﺎ ﺗﻜﻮن ﺗﻜﻠﻔﺔ اﻟﻌﺎﻣﻞ اﳌﺎﻫﺮ ﺳﺒﻊ ﻣﺮات ﺗﻘﺮﻳﺒ أﻛ~ )ﻣﺎ ﺑﲔ‬ ‫ ﻛﻤﺎ ﺗﻘﺪر‬.‫ اﳌﺎﻫﺮ‬O‫ درﻫﻢ إﻣﺎراﺗﻲ ﺳﻨﻮﻳ( ﻣﻦ ﺗﻜﻠﻔﺔ اﻟﻌﺎﻣﻞ ﻏ‬18,925 ‫إﻣﺎراﺗﻲ و‬ ‫اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ اﻟﺸﺎﻣﻠﺔ واﳌﻔ|ض أن ﺗﻜﻮن ﻧﻔﺴﻬﺎ ﺑﲔ ﺘﻠﻒ ﻣﺴﺘﻮﻳﺎت‬ ‫ ﻳﺪﻓﻊ‬،‫ وﻣﻊ ذﻟﻚ‬.‫ﺟﻨﺒﻲ‬:‫ درﻫﻢ إﻣﺎراﺗﻲ ﻟﻠﻌﺎﻣﻞ ا‬14,066 ‫اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ اﳌﺎﻫﺮة ﺑﺤﻮا‬ ‫ درﻫﻢ إﻣﺎراﺗﻲ ﺳﻨﻮﻳ ﻛﺮﺳﻮم ﺘﻠﻔﺔﻟﻠﺪواﺋﺮ اﳊﻜﻮﻣﻴﺔ‬2,507 ‫ﺟﻨﺒﻲ ﻧﺤﻮ‬:‫اﻟﻌﺎﻣﻞ ا‬ ‫ ﳝﻜﻦ ﺗﻘﺪﻳﺮ ﻣﺘﻮﺳﻂ اﻟﺘﻜﻠﻔﺔاﻻﺟﺘﻤﺎﻋﻴﺔ اﻟﺴﻨﻮﻳﺔ ﻟﻜﻞ‬،‫وﺑﻨﺎء ﻋﻠﻰ ذﻟﻚ‬ .‫& اﳌﺘﻮﺳﻂ‬ ً ‫ درﻫﻢ إﻣﺎراﺗﻲ ﺑﻌﺪ اﺣﺘﺴﺎب ﻗﻴﻤﺔ اﻟﺮﺳﻮم‬11,559 ‫أﺟﻨﺒﻲ )ﻟﻜﻞ ﻋﺎﻣﻞ أﺟﻨﺒﻲ( ﺑﺤﻮا‬ 55,000 ‫ﺟﻤﺎﻟﻴﺔ ﺑﺤﻮا‬7‫وﺗﻘﺪر ﻋﻤﻮﻣ ﺗﻜﻠﻔﺔ اﻟﻌﻤﻞ اﻟﺴﻨﻮﻳﺔ ا‬ .‫اﳌﺪﻓﻮﻋﺔ ﻟﻠﺤﻜﻮﻣﺔ‬ ّ ‫ درﻫﻢ‬33,000 ‫ درﻫﻢ ﻟﻠﻌﺎﻣﻞ اﳌﺎﻫﺮ ﻣﻘﺎﺑﻞ‬144,000 ‫ وﺣﻮا‬،‫درﻫﻢ & اﻟﻌﺎم‬ .‫ اﳌﺎﻫﺮ‬O‫ﻟﻠﻌﺎﻣﻞ ﻏ‬ ‫ﺗﻜﻠﻔﺔ وزارة اﻟﻌﻤﻞ‬ ‫ﻗﺎﻣﺔ‬7‫ﺗﻜﻠﻔﺔ ا‬ ‫اﳌﻮارد اﻟﺒﺸﺮﻳﺔ واﻟﺘﻮﻇﻴﻒ‬ ‫ﺟﻮر واﻟﺮواﺗﺐ‬:‫ا‬ ‫اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬ Ministry of Labor Cost Residency Cost HR & Recruitment Wages & Salaries Social Cost [This article has been abridged from the original for the purposes of ‫ ﻣﺒﺎﺷﺮ ﻣﻦ ﻗﺒﻞ اﳉﻬﺎت اﳊﻜﻮﻣﻴﺔ‬O‫ﲤﺜﻞ اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﺎﻣﻞ ﲢﻮﻳ ًﻼ اﺟﺘﻤﺎﻋﻴ ﻏ‬ ‫ﺷﺎرة‬7‫ وﲡﺪر ا‬.‫ ﻣﻠﻴﺎر درﻫﻢ ﺳﻨﻮﻳﺎ‬50 ‫ اﳌﺒﺎﺷﺮ ﺑﻨﺤﻮ‬O‫وﻳﻘﺪر ﻫﺬا اﻟﺘﺤﻮﻳﻞ ﻏ‬ .‫ﻟﻠﺸﺮﻛﺎت‬ ‫ﱠ‬ ‫ وﻻ‬،‫ﺟﺎﻧﺐ ﺑﺮﻳﻊ اﻗﺘﺼﺎدي أﻋﻠﻰ‬:‫ أن اﻟﺸﺮﻛﺎت اﳋﺎﺻﺔ ﲢﻈﻰ ﻣﻦ ﺧﻼل ﺗﻮﻇﻴﻒ اﻟﻌﻤﺎل ا‬c‫إ‬ ‫ﺗﻀﻄﺮ ﻟﺪﻓﻊ اﻟﻀﺮاﺋﺐ ﻟﺘﻐﻄﻴﺔ اﻟﺘﻜﺎﻟﻴﻒ اﻟﺘﻲ ﺗﺘﻜﺒﺪﻫﺎ اﳊﻜﻮﻣﺔ واﺠﻤﻟﺘﻤﻊ ﻧﺘﻴﺠﺔ ﻟﻮﺟﻮد‬ ‫ اﳌﺒﺎﺷﺮ ﺿﻤﻨ ﺑﺎﻟﻔﺎﺋﺪة ﻋﻠﻰ‬O‫ وﻳﻨﻌﻜﺲ ﻫﺬا اﻟﺘﺤﻮﻳﻞ ﻏ‬.‫ﻫﺆﻻء اﻟﻌﻤﺎل داﺧﻞ ﺣﺪود اﻟﺒﻼد‬ ‫ اﳌﺎﻫﺮة ﺑﺎﻋﺘﺒﺎر أن ﺣﺼﺔ اﻟﺘﻜﻠﻔﺔ‬O‫اﻟﺸﺮﻛﺎت اﻟﺘﻲ ﺗﻮﻇﻒ ﻧﺴﺒﺔ أﻛ ﻣﻦ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ ﻏ‬ ‫ﺟﻤﺎﻟﻴﺔ ﻟﻠﻌﻤﺎﻟﺔ‬7‫( ﻫﻲ أﻋﻠﻰ ﻣﻦ اﳊﺼﺔ & اﻟﺘﻜﻠﻔﺔ ا‬35 ٪) ‫ﺟﻤﺎﻟﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﻢ‬7‫ا‬ ‫ ﻓﺒﻐﻴﺎب ﻧﻈﺎم ﻳﻘﻮم ﺑﺈﻋﺎدة ﺗﻮﺟﻴﻪ اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ اﳋﺎﺻﺔ‬،‫ وﻫﻜﺬا‬.(8 ٪) ‫اﳌﺎﻫﺮة‬ ‫ اﳌﺒﺎﺷﺮ‬O‫ ﻳﺘﺠﻪ اﻟﺪﻋﻢ اﻟﻀﻤﻨﻲ ﻏ‬،‫ﺟﻨﺒﻴﺔ ﻛﻠﻴ أو ﺟﺰﺋﻴ ﻟﻠﺸﺮﻛﺎت اﻟﺘﻲ ﺗﻮﻇﻔﻬﻢ‬:‫ﺑﺎﻟﻌﻤﺎﻟﺔ ا‬ .‫ اﳌﺎﻫﺮة ﻧﺴﺒﺔ ﻟﻠﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة ﻣﻨﻬﺎ‬O‫ﻧﺤﻮ اﻟﻌﻤﺎﻟﺔ ﻏ‬ In the UAE private sector, it is estimated that there are more than four million foreign laborers. The rapid economic growth ﬁnanced by the increasing oil revenue since the early seventies has led to a demand for labor that cannot be met by domestic workers. The economic growth in the non-oil sector relies largely on cheap foreign workers who have low reservation wages and who mostly come from Asian countries with an excess supply of labor. The UAE relies on foreign workers who now constitute more than 98% of the labor force in the private sector. Most of the labor is unskilled and costs private sector companies relatively little. The cost to society, however, is signiﬁcant. Government must provide services, and Emirati society must cope with a foreign population far larger than its own. The costs of employing foreign workers can be divided into three categories: administrative and recruitment, variable, and social. Administrative and recruitment costs are the fees that companies pay to different ministries and departments to import workers and give them the legal status to work in the UAE. Such fees are in addition to expenses borne by companies for human resources activities related to the employment of those workers. The variable costs consist of wages and all ﬁnancial (monetary) and in-kind (non-monetary) beneﬁts that are related to workers. Social costs include direct and indirect payments by local and federal governments and society for the employment of workers. This study estimates the overall average annual administrative and recruitment costs per worker at around 2,674 AED in general; in particular the costs are 3,404 AED for skilled workers and 2,296 AED for unskilled workers. Wages and cash and non-cash beneﬁts are estimated at around 41,000 AED annually per worker in general. The cost for a skilled worker is close to seven times that for an unskilled worker (129,302 AED to 18,925 AED annually). The overall social cost, which is assumed to be the same across skill levels, is estimated around 14,066 AED per foreigner. Because a foreigner on average pays around 2,507 AED annually in various fees to government departments, the total annual social cost per foreign worker can be estimated at around 11,559 AED. In sum, the total annual cost of labor is estimated at around 55,000 AED in general after applying costs of 144,000 AED for a skilled worker and 33,000 AED for an unskilled worker to the population of foreign employees. The social cost of a worker represents an indirect government and social transfer to companies. This indirect transfer is estimated at around ﬁfty billion AED annually. Private companies enjoy higher economic rents by employing foreign workers, and the companies do not pay taxes to cover the expenditures by the government and society for the foreign workers. This indirect transfer implicitly beneﬁts companies that employ more unskilled than skilled workers since the share of total cost for unskilled workers (35%) is higher than the share in total cost for skilled workers (8%). The absence of a system that redirects all or part of the social cost of foreign workers to their employers beneﬁts the companies that largely employ unskilled workers. 62 ‫ﺗﻮزﻳﻊ اﻟﺒﻨﻮد اﳋﺎﺻﺔ ﺑﺎﻟﺘﻜﻠﻔﺔ اﻻﺟﻤﺎﻟﻴﺔ اﻟﺘﻘﺪﻳﺮﻳﺔ‬ ‫ﻟﻠﻌﺎﻣﻞ ا‪a‬ﺟﻨﺒﻲ ‪ O‬ا‪d‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة )‪(٪‬‬ ‫‪ELEMENTS OF THE ESTIMATED SOCIAL COST‬‬ ‫)‪FOR A FOREIGN WORKER IN THE UAE (%‬‬ ‫‪48% Electricity Subsidy‬‬ ‫دﻋﻢ اﻟﻜﻬﺮﺑﺎء‬ ‫‪9% Fuel Subsidy‬‬ ‫‪Productivity levels in the UAE show a clear decline over the years in‬‬ ‫‪the overall non-oil economy. The largest recent decreases can be‬‬ ‫‪observed in construction and real estate sectors. Compared to costs‬‬ ‫‪of labor, productivity levels point to very large economic rents that are‬‬ ‫‪enjoyed by private companies and by the UAE economy because of‬‬ ‫‪the use of foreign workers.‬‬ ‫دﻋﻢ اﻟﻮﻗﻮد‬ ‫‪1% Road Infrastructure‬‬ ‫اﻟﻄﺮق واﻟﺒﻨﻰ اﻟﺘﺤﺘﻴﺔ‬ ‫‪3% Education‬‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫‪7% Health‬‬ ‫اﻟﺼﺤﺔ‬ ‫‪32% Security‬‬ ‫ا‪:‬ﻣﻦ‬ ‫‪64‬‬ ‫‪We may even argue that the social cost is underestimated since we are‬‬ ‫‪only able to include items that can be valued in monetary terms. Other‬‬ ‫‪considerations, such as the impact on culture, national identity, and‬‬ ‫‪the employment of UAE nationals, are extremely important but terribly‬‬ ‫‪difficult to value monetarily. The threat to national identity, which is‬‬ ‫‪ampliﬁed by growth rates showing the foreign population growing at‬‬ ‫‪a higher rate than the UAE national population, is nonetheless real‬‬ ‫‪and must ﬁgure in policy decisions. The UAE economy could move‬‬ ‫‪away from its welfare orientation and ask private companies to bear‬‬ ‫‪part of the social cost. A policy targeting an appropriate skills mix in‬‬ ‫‪the labor market might lead to a robust economic growth increasingly‬‬ ‫‪based on knowledge and modern technologies. A policy that would‬‬ ‫‪recoup social costs would increase the costs to private companies for‬‬ ‫‪using cheap labor and could be executed in a way that would gradually‬‬ ‫‪move companies toward less dependence on a low-skilled labor force.‬‬ ‫‪Productivity-adjusted labor costs reveal that one dirham of UAE output‬‬ ‫‪costs in general twenty-six ﬁls ( twenty ﬁls of labor cost plus six ﬁls‬‬ ‫‪for the social cost ). For skilled workers, one dirham worth of UAE‬‬ ‫‪output costs around twenty-nine ﬁls ( twenty-seven ﬁls of labor cost‬‬ ‫‪plus two ﬁls for the social cost ). Unskilled workers can produce at a‬‬ ‫‪cheaper price: one dirham worth of UAE output costs only twenty‬‬‫‪three ﬁls ( ﬁfteen ﬁls of cheap labor cost plus eight ﬁls for the social‬‬ ‫‪cost ). Therefore, using unskilled workers, the UAE economy may‬‬ ‫‪produce the same amount of output produced by skilled workers but‬‬ ‫‪at a signiﬁcantly lower labor cost.‬‬ ‫‪In other words, competitiveness of the UAE is linked to the heavy‬‬ ‫‪reliance on cheap and unskilled workers. However, this model is‬‬ ‫‪not expected to be sustainable. The economy is expected to be very‬‬ ‫‪sensitive to the effects of an increase in the productivity-adjusted‬‬ ‫‪labor costs. The cost of cheap labor could increase, for example, if‬‬ ‫‪labor-exporting countries experience economic growth that results in‬‬ ‫‪higher per capita income. Many companies that operate on the margin‬‬ ‫‪in terms of labor-productivity linkages will not be able to deal with the‬‬ ‫‪increase in labor costs. Moreover, it is not expected that productivity‬‬ ‫‪levels will increase as the cost of labor increases since those workers‬‬ ‫‪being paid higher wages would still have low educational attainments‬‬ ‫‪and would not have been able to acquire more skills to increase‬‬ ‫‪their productivity. Therefore, economic plans in the UAE must take‬‬ ‫‪into consideration the high vulnerability of the current economy to‬‬ ‫‪developments in the international labor market that may alter wages‬‬ ‫‪of unskilled workers. The UAE economy needs to reorganize its labor‬‬ ‫‪market to meet future economic growth requirements in such a way‬‬ ‫‪as to enhance and support competitiveness and to secure sustainable‬‬ ‫‪opportunities for nationals. New jobs have to be created in the more‬‬ ‫‪promising sectors that use advanced technologies or that are based on‬‬ ‫‪a knowledge economy so that the markets, including the labor market,‬‬ ‫‪are less vulnerable to regional and international economic changes.‬‬ ‫‪Because most private companies enjoy large economic rents by‬‬ ‫وﻗﺪ ﻳﺜﺎر اﳉﺪل ﺑﺄن اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻻ ﻳﺘﻢ ﺗﻘﺪﻳﺮﻫﺎ ﺑﺎﻟﺸﻜﻞ اﻟﺼﺤﻴﺢ اﻧﻄﻼﻗ ﻣﻦ‬ ‫إﻣﻜﺎﻧﻴﺔ إدراج ﺑﻨﻮد ﳝﻜﻦ ﺗﻘﻴﻴﻤﻬﺎ ﻋﻠﻰ أﺳﺎس ﻧﻘﺪي ﻓﻘﻂ‪ .‬وﺑﺎﳌﻘﺎﺑﻞ ﻓﺈﻧﻪ ﻳﺼﻌﺐ ﺟﺪ‪j‬‬ ‫ﻗﻴﺎس ﺑﻨﻮد أﺧﺮى ﻛﺎﻟﺘﺄﺛ‪ O‬اﻟﺴﻠﺒﻲ ﻋﻠﻰ اﻟﺜﻘﺎﻓﺔ واﻟﻬﻮﻳﺔ اﻟﻮﻃﻨﻴﺔ‪ ،‬واﻧﺘﺸﺎر اﻟﺒﻄﺎﻟﺔ ﺑﲔ‬ ‫اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ اﻟﻮﻃﻨﻴﺔ & دوﻟﺔ ا‪7‬ﻣﺎرات ﻧﺘﻴﺠﺔ ﻟﻠﻤﻨﺎﻓﺴﺔ اﻟﺘﻲ ﺗﺸﻬﺪﻫﺎ ﻫﺬه اﻟﻌﻤﺎﻟﺔ‬ ‫ﻣﻦ ﻗﺒﻞ اﻟﻌﻤﺎﻟﺔ اﻟﻮاﻓﺪة اﻟﺮﺧﻴﺼﺔ ﻧﺴﺒﻴﺎ ﻋﻠﻰ أﺳﺎس ﻧﻘﺪي‪ ،‬وﻫﻲ ﺗﺒﻘﻰ ﻣﻊ ذﻟﻚ‬ ‫ﺑﻨﻮد‪ j‬ﻣﻬﻤﺔ ﻣﺜﻞ ﻏ‪O‬ﻫﺎ ﻣﻦ اﻟﺒﻨﻮد اﳌﺪرﺟﺔ‪ .‬وأﻣﺎ اﻟﺘﻬﺪﻳﺪ اﶈﺪق ﺑﺎﻟﻬﻮﻳﺔ اﻟﻮﻃﻨﻴﺔ‬ ‫واﳌﺘﺰاﻳﺪ ﺑﻔﻌﻞ اﻟﺘﺰاﻳﺪ اﳌﺘﺴﺎرع ﻟﻠﻌﻤﺎﻟﺔ اﻟﻮاﻓﺪة ﻣﻘﺎرﻧﺔ ﺑﺎﻟﻌﻤﺎﻟﺔ اﻟﻮﻃﻨﻴﺔ‪ ،‬ﻓﻴﻘﺘﻀﻲ‬ ‫اﺗﺨﺎذ ﺗﺪاﺑ‪ O‬ﺻﻌﺒﺔ وﺻﺎرﻣﺔ ‪7‬ﻋﺎدة ﻫﺬه ا‪:‬رﻗﺎم ﻣﺮة أﺧﺮى إ‪ c‬إﻃﺎر ﻣﻘﺒﻮل‪ .‬واﻧﻄﻼﻗ‬ ‫ﻣﻦ ﻫﺬا اﻟﺘﺼﻮر‪ ،‬ﻳﻨﺒﻐﻲ ﻟﻼﻗﺘﺼﺎد ا‪7‬ﻣﺎراﺗﻲ اﻻﺑﺘﻌﺎد ﻋﻦ ﺗﻮﺟﻴﻪ دﻓﺔ اﻟﺮﻋﺎﻳﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫وإﺷﺮاك ﺷﺮﻛﺎت اﻟﻘﻄﺎع اﳋﺎص & ﲢﻤﻞ ﺟﺰء ﻣﻦ اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻦ‬ ‫ﺑﻠﻮرة ﺳﻴﺎﺳﺎت ﺗﺴﺘﻬﺪف اﳌﺰج ﺑﲔ اﳌﻬﺎرات اﳌﻨﺎﺳﺒﺔ واﳌﺘﻨﻮﻋﺔ & ﺳﻮق اﻟﻌﻤﻞ‬ ‫ﺑﻐﺮض زﻳﺎدة اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي واﳌﺮﺗﻜﺰ ﺑﺸﻜﻞ ﻣﺘﺰاﻳﺪ ﻋﻠﻰ اﻻﻗﺘﺼﺎد اﳌﻌﺮ& واﻟﺘﻘﻨﻴﺎت‬ ‫اﳊﺪﻳﺜﺔ‪ .‬وﻗﺪ ﻳﺆدي ﺗﻄﺒﻴﻖ ﻫﺬه اﻟﺴﻴﺎﺳﺔ إ‪ c‬ارﺗﻔﺎع اﻟﺘﻜﻠﻔﺔ اﻟﺘﻲ ﺗﺪﻓﻌﻬﺎ اﻟﺸﺮﻛﺎت‬ ‫اﳋﺎﺻﺔ )ﻟﺘﻐﻄﻴﺔ اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ( ﻣﻘﺎﺑﻞ اﺳﺘﺨﺪام اﻟﻌﻤﺎﻟﺔ اﻟﺮﺧﻴﺼﺔ واﳊﺪ ﻣﻨﻬﺎ‬ ‫ﻣﻘﺎﺑﻞ اﺳﺘﺨﺪام اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‪ ،‬وﻳﻨﺒﻐﻲ ﺗﻨﻔﻴﺬ ﻫﺬه اﻟﺴﻴﺎﺳﺔ ﺑﺸﻜﻞ ﻳﺆدي إ‪ c‬أن‬ ‫ﺗﻨﺤﻮ اﻟﺸﺮﻛﺎت ﺗﺪرﻳﺠﻴ ﻧﺤﻮ ﺗﻘﻠﻴﻞ اﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻟﻌﻤﺎﻟﺔ ﻣﺘﺪﻧﻴﺔ اﳌﻬﺎرات‪.‬‬ ‫وﺗﺒ ّﻴﻦ ﻣﺴﺘﻮﻳﺎت ا‪7‬ﻧﺘﺎﺟﻴﺔ & دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة اﻧﺨﻔﺎﺿ واﺿﺤ ﻋﻠﻰ ﻣﺮ‬ ‫اﻟﺴﻨﲔ & اﻻﻗﺘﺼﺎد ﻏ‪ O‬اﻟﻨﻔﻄﻲ ﺑﺸﻜﻞ ﻋﺎم‪ .‬وﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺗﺄﺛ‪ O‬ﻫﺬا اﻻﻧﺨﻔﺎض‬ ‫ﻗﻄﺎﻋﻲ اﻟﺒﻨﺎء واﻟﻌﻘﺎرات‪ .‬وﺑﺎﳌﻘﺎرﻧﺔ ﻣﻊ ﺗﻜﻠﻔﺔ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ‪ ،‬ﺗﺸ‪ O‬ﻣﺴﺘﻮﻳﺎت‬ ‫اﻟﻜﺒ‪ O‬ﻋﻠﻰ‬ ‫ْ‬ ‫ا‪7‬ﻧﺘﺎﺟﻴﺔ إ‪ c‬ﻣﻌﺪﻻت رﻳﻊ اﻗﺘﺼﺎدي ﻣﺮﺗﻔﻌﺔ ﺟﺪا ﺗﺘﻤﺘﻊ ﺑﻪ ﺷﺮﻛﺎت اﻟﻘﻄﺎع اﳋﺎص‪،‬‬ ‫واﻗﺘﺼﺎد ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة ﻋﻠﻰ ﺣﺪ ﺳﻮاء‪ ،‬ﺑﻔﻌﻞ اﺳﺘﺨﺪام اﻟﻌﻤﺎﻟﺔ ا‪:‬ﺟﻨﺒﻴﺔ‪.‬‬ ‫اﳌﻌﺪﻟﺔ إ‪ c‬أن ﺗﻜﻠﻔﺔ اﻟﻌﻤﻞ اﳌﻨﺘﺠﺔ ﳌﺎ ﻗﻴﻤﺘﻪ درﻫﻢ‬ ‫ﺗﺸ‪ O‬ﺗﻜﺎﻟﻴﻒ إﻧﺘﺎﺟﻴﺔ اﻟﻌﻤﻞ‬ ‫ّ‬ ‫واﺣﺪ ﻣﻦ اﻟﻨﺎﰋ ﺗﻮازي ﻧﺤﻮ ‪ 20‬ﻓﻠﺴ ﻣﻦ ﺗﻜﻠﻔﺔ اﻟﻌﻤﺎﻟﺔ ﻣﻦ دون اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫و‪ 26‬ﻓﻠﺴ ﻣﻦ ﺗﻜﻠﻔﺔ اﻟﻌﻤﺎﻟﺔ ﻣﻊ اﺣﺘﺴﺎب اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ & ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ‬ ‫اﳌﺘﺤﺪة‪ .‬أﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻴﺪ اﻟﻌﺎﻣﻠﺔ اﳌﺎﻫﺮة‪ ،‬ﻓﺈن ﺗﻜﻠﻔﺔ درﻫﻢ واﺣﺪ ﻣﻦ اﻟﻨﺎﰋ ﻳﻮازي‬ ‫ﻧﺤﻮ ‪ 27‬ﻓﻠﺴ ﻣﻦ ﻧﺎﰋ اﻟﻌﻤﻞ ) أو ‪ 29‬ﻓﻠﺴ ﺑﺎﺣﺘﺴﺎب اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ(‪ .‬وﳝﻜﻦ‬ ‫ﻟﻠﻌﻤﺎﻟﺔ ﻏ‪ O‬اﳌﺎﻫﺮة ا‪7‬ﻧﺘﺎج ﺑﺴﻌﺮ أرﺧﺺ ‪ :‬درﻫﻢ واﺣﺪ ﻣﻦ ﻗﻴﻤﺔ ﺗﻜﻠﻔﺔ ا‪7‬ﻧﺘﺎج ﻓﻘﻂ‬ ‫ﺑﻜﻠﻔﺔ ‪ 15‬ﻓﻠﺴ ﻟﻠﻴﺪ اﻟﻌﺎﻣﻠﺔ اﻟﺮﺧﻴﺼﺔ ) أو ‪ 23‬ﻓﻠﺴ ﺑﺎﺣﺘﺴﺎب اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ(‪.‬‬ ‫ﻟﺬﻟﻚ‪ ،‬ﻓﺈن اﻟﻠﺠﻮء إ‪ c‬اﻟﻌﻤﺎﻟﺔ ﻏ‪ O‬اﳌﺎﻫﺮة ﻗﺪ ﻳﻘﻮد اﻗﺘﺼﺎد ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ ‫اﻟﻜﻢ ا‪7‬ﻧﺘﺎﺟﻲ اﻟﺬي ﺗﻘﻮم ﺑﻪ اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة وﻟﻜﻦ ﺑﺘﻜﻠﻔﺔ ﻋﻤﻞ أﻗﻞ ﺑﻜﺜ‪.O‬‬ ‫إ‪ c‬ﻧﻔﺲ ّ‬ ‫ﺑﻌﺒﺎرة أﺧﺮى‪ ،‬ﺗﺮﺗﺒﻂ اﻟﻘﺪرة اﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﺪوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة ﺑﺎﻻﻋﺘﻤﺎد‬ ‫اﻟﻜﺒ‪ O‬ﻋﻠﻰ اﻟﻌﻤﺎﻟﺔ اﻟﺮﺧﻴﺼﺔ ﻏ‪ O‬اﳌﺎﻫﺮة‪ .‬وﻣﻊ ذﻟﻚ‪ ،‬ﻻ ﻳﺘﻮﻗﻊ ﻟﻬﺬا اﻟﻨﻤﻮذج‬ ‫اﻻﺳﺘﺪاﻣﺔ‪ .‬ﻓﺎﳌﺘﻮﻗﻊ أن ﻳﺘﺄﺛﺮ اﻻﻗﺘﺼﺎد ﺗﺄﺛﺮ‪ j‬ﻛﺒ‪ jO‬ﲟﺎ ﻗﺪ ﻳ|ﺗﺐ ﻣﻦ زﻳﺎدة &‬ ‫اﳌﻌﺪﻟﺔ‪ .‬ﻓﺈذا ارﺗﻔﻌﺖ ﺗﻜﻠﻔﺔ اﻟﻌﻤﺎﻟﺔ اﻟﺮﺧﻴﺼﺔ ﺑﺴﺒﺐ ﻋﻮاﻣﻞ دوﻟﻴﺔ‬ ‫إﻧﺘﺎﺟﻴﺔ اﻟﻌﻤﻞ‬ ‫ّ‬ ‫ﻛﺎﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي & اﻟﺒﻠﺪان اﳌﺼﺪرة ﻟﻠﻴﺪ اﻟﻌﺎﻣﻠﺔ‪ ،‬واﻟﺬي ﻳﺆدي إ‪ c‬ارﺗﻔﺎع ﻧﺼﻴﺐ‬ ‫اﻟﻔﺮد ﻣﻦ اﻟﺪﺧﻞ‪ ،‬ﺗﺼﺒﺢ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺸﺮﻛﺎت ﻏ‪ O‬ﻗﺎدرة ﻋﻠﻰ ﻣﻮاﺟﻬﺔ اﻟﺰﻳﺎدة &‬ ‫ﺗﻜﺎﻟﻴﻒ اﻟﻌﻤﺎﻟﺔ‪ .‬ﻛﻤﺎ أﻧﻪ ﻣﻦ ﻏ‪ O‬اﳌﺘﻮﻗﻊ أن ﺗﺰداد ﻣﺴﺘﻮﻳﺎت ا‪7‬ﻧﺘﺎﺟﻴﺔ ﺑﺰﻳﺎدة ﺗﻜﻠﻔﺔ‬ ‫اﻟﻌﻤﺎﻟﺔ )ا‪:‬ﺟﻮر(‪ ،‬ﺑﺎ‪:‬ﺧﺬ ﺑﻌﲔ اﻻﻋﺘﺒﺎر ﻣﺴﺘﻮى اﻟﺘﺤﺼﻴﻞ اﻟﺘﻌﻠﻴﻤﻲ اﳌﺘﺪ‪ a‬ﻟﻬﺆﻻء‪،‬‬ ‫وﻛﻮن ﻣﻌﻈﻤﻬﻢ ﻏ‪ O‬ﻗﺎدر ﻋﻠﻰ اﻛﺘﺴﺎب ﻣﺰﻳﺪ ﻣﻦ اﳌﻬﺎرات اﻟﻼزﻣﺔ ﻟﺰﻳﺎدة إﻧﺘﺎﺟﻴﺘﻪ‪.‬‬ ‫واﻧﻄﻼﻗ ﻣﻦ ﻫﺬه اﻟﻨﻘﻄﺔ‪ ،‬ﻳﺘﻮﺟﺐ أن ﺗﺄﺧﺬ اﳋﻄﻂ اﻻﻗﺘﺼﺎدﻳﺔ & دوﻟﺔ ا‪7‬ﻣﺎرات‬ ‫اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة & اﻻﻋﺘﺒﺎر ﺣﻘﻴﻘﺔ أن اﻻﻗﺘﺼﺎد & ﻇﻞ اﻟﻨﻈﺎم اﻻﻗﺘﺼﺎدي اﳊﺎ ﻗﺪ‬ ‫ﻳﻜﻮن ﻋﺮﺿﺔ ﻟﺼﺪﻣﺎت ﺧﺎرﺟﻴﺔ أو ﻟﻬﺰات ﻏ‪ O‬ﻣﺘﻮﻗﻌﺔ & ﺳﻮق اﻟﻌﻤﻞ ﳝﻜﻦ أن ﺗﺆﺛﺮ‬ ‫& أﺟﻮر اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ ﻏ‪ O‬اﳌﺎﻫﺮة‪ .‬وﻻ ﺑﺪ ﻟﻼﻗﺘﺼﺎد ا‪7‬ﻣﺎراﺗﻲ ﻣﻦ إﻋﺎدة ﺗﻨﻈﻴﻢ ﺳﻮق‬ ‫اﻟﻌﻤﻞ ﻟﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎت اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي & اﳌﺴﺘﻘﺒﻞ ﺑﻬﺪف ﺗﻌﺰﻳﺰ ودﻋﻢ اﻟﻘﻮة‬ ‫اﻟﺘﻨﺎﻓﺴﻴﺔ وﺗﺄﻣﲔ ﻓﺮص ﻣﺴﺘﺪاﻣﺔ ﻟﻠﻴﺪ اﻟﻌﺎﻣﻠﺔ اﻟﻮﻃﻨﻴﺔ‪ ،‬وﲢﺴﲔ ﻇﺮوف اﻟﻌﻤﻞ‬ ‫ﻟﻠﻘﻮى اﻟﻌﺎﻣﻠﺔ ا‪:‬ﺟﻨﺒﻴﺔ‪ .‬ﻛﻤﺎ أﻧﻪ ﻳﻨﺒﻐﻲ ﺧﻠﻖ ﻓﺮص وﻇﺎﺋﻒ ﺟﺪﻳﺪة & اﻟﻘﻄﺎﻋﺎت‬ ‫اﻟﻮاﻋﺪة اﻟﺘﻲ ﺗﻌﺘﻤﺪ ﺑﺸﻜﻞ أﻛ ﻋﻠﻰ اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎت اﳌﺘﻘﺪﻣﺔ أو ﺗﻠﻚ اﻟﺘﻲ ﺗﻌﺘﻤﺪ‬ ‫ﻋﻠﻰ اﻗﺘﺼﺎد اﳌﻌﺮﻓﺔ ﺑﺸﻜﻞ ﺗﻜﻮن ﻓﻴﻪ ا‪:‬ﺳﻮاق ﲟﺎ ﻓﻴﻬﺎ ﺳﻮق اﻟﻌﻤﻞ ﲟﻨﺄى ﻋﻦ‬ ‫اﻟﺼﺪﻣﺎت اﻻﻗﺘﺼﺎدﻳﺔ ا‪7‬ﻗﻠﻴﻤﻴﺔ واﻟﺪوﻟﻴﺔ‪ .‬ودﻋﻤ ﻟﻬﺬه اﻟﺘﻮﺟﻬﺎت‪ ،‬ﻳﻨﺒﻐﻲ ﺗﺸﺠﻴﻊ‬ ‫اﻟﺸﺮﻛﺎت اﳋﺎﺻﺔ ﻋﻠﻰ زﻳﺎدة اﺳﺘﺨﺪام اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ واﻟﺘﻘﻨﻴﺎت اﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ اﳌﻌﺮﻓﺔ‬ ‫ﳋﻠﻖ ﻓﺮص اﻟﻌﻤﻞ اﻟﺘﻲ ﺗﻜﻮن ﻣﻨﺎﺳﺒﺔ ﻟﻠﻴﺪ اﻟﻌﺎﻣﻠﺔ اﳌﻮاﻃﻨﺔ واﻟﻘﺎدرة ﻋﻠﻰ اﻟﺘﻨﺎﻓﺲ‬ ‫& _ﺎل اﻟﻮﻇﺎﺋﻒ اﳊﻜﻮﻣﻴﺔ‪ .‬وﲟﺎ أن ﻣﻌﻈﻢ اﻟﺸﺮﻛﺎت اﳋﺎﺻﺔ ﺗﺘﻤﺘﻊ ﲟﻌﺪﻻت رﻳﻊ‬ ‫اﻗﺘﺼﺎدي ﻣﺮﺗﻔﻌﺔ ﻣﻦ ﺧﻼل ﺗﻮﻇﻴﻒ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ ا‪:‬ﺟﻨﺒﻴﺔ‪ ،‬ﻓﻼ ﺑﺪ ﻣﻦ ﺗﺸﺠﻴﻌﻬﺎ ﻋﻠﻰ‬ ‫ا‪:‬ﻗﻞ & اﳌﺪى اﻟﻘﺼ‪ O‬ﻟﻠﺘﺨﻠﻲ ﻋﻦ ﺑﻌﺾ ﻣﻦ ﻫﺬا اﻟﺮﻳﻊ ﺑﻬﺪف ﺗﻮﻇﻴﻒ وﺗﺪرﻳﺐ اﻟﻴﺪ‬ ‫اﻟﻌﺎﻣﻠﺔ اﳌﻮاﻃﻨﺔ‪.‬‬ ‫‪65‬‬ ‫ﺟﺎﻧﺐ & ﺳﻮق اﻟﻌﻤﻞ ﺳﻮف ﻳﻜﻮن ﻟﻬﺎ‬:‫إن أﻳﺔ ﺳﻴﺎﺳﺔ ﺗﺘّﺠﻪ ﻧﺤﻮ ﺧﻔﺾ ﻋﺪد ا‬ ‫ وﻗﺪ ﻳﻜﻮن ﻟﻬﺬه اﻟﺴﻴﺎﺳﺎت‬.O‫أﺛﺮ ﺳﻠﺒﻲ ﻋﻠﻰ اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي & اﳌﺪى اﻟﻘﺼ‬ ‫ة اﻟﻨﻤﻮ اﻻﻗﺘﺼﺎدي واﻟﺘﻨﻤﻴﺔ ﻣﻘﺎرﻧﺔ‬O‫اﻧﻌﻜﺎﺳﺎت إﻳﺠﺎﺑﻴﺔ & اﳌﺪى اﻟﻄﻮﻳﻞ ﻋﻠﻰ وﺗ‬ ‫ ﻛﻤﺎ أﻧﻪ اﻧﻄﻼﻗ ﻣﻦ أن اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ اﳌﺘﻮﻗﻌﺔ ﻣﻦ‬.‫ﺑﺎﻟﻨﻈﺎم اﻻﻗﺘﺼﺎدي اﳊﺎ‬ ‫ﺟﻨﺒﻲ اﻟﺬي ﺗﻠﻘﻰ ﺗﻌﻠﻴﻤ رﻓﻴﻌ ﻫﻲ أﻗﻞ ﻣﻦ اﻟﺘﻜﻠﻔﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﺎﻣﻞ‬:‫اﻟﻌﺎﻣﻞ ا‬ ‫ ﻓﻘﺪ ﻳﻜﻮن ﻟﻮﺿﻊ ﺳﻴﺎﺳﺔ ﺗﺆﺛﺮ & ﺗﻜﻠﻔﺔ ﺗﻮﻇﻴﻒ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ‬،‫ﻗﻞ ﺗﻌﻠﻴﻤ‬:‫ﺟﻨﺒﻲ ا‬:‫ا‬ ،‫ اﳌﺎﻫﺮة ﻛﺮﻓﻊ اﻟﺮﺳﻮم أﺛﺮ إﻳﺠﺎﺑﻲ ﻋﻠﻰ ﺗﻜﻠﻔﺔ اﻟﻌﻤﺎﻟﺔ اﻟﺘﻲ ﺗﺘﺤﻤﻠﻬﺎ اﻟﺸﺮﻛﺔ‬O‫ﻏ‬ ‫ اﳌﺎﻫﺮة‬O‫ة اﻟﺘﻲ ﻗﺪ ﻳﻜﻠّﻔﻬﺎ اﻻﻧﺘﻘﺎل ﻣﻦ اﻟﻌﻤﺎﻟﺔ ﻏ‬O‫ اﻟﺘﻜﻠﻔﺔ اﻟﻜﺒ‬c‫ﺷﺎرة إ‬7‫ﻣﻊ ا‬ ‫ ﻧﻈﺎم ﻳﻌﺘﻤﺪ ﺑﺸﻜﻞ أﻗﻞ ﻋﻠﻰ اﻟﻌﻤﺎﻟﺔ اﻟﺮﺧﻴﺼﺔ ﺑﻴﻨﻤﺎ ﻳﻌﺘﻤﺪ أﻛ~ ﻋﻠﻰ‬c‫اﳌﻨﺘﺸﺮة إ‬ ‫ﺟﻮر ﺑﲔ‬:‫ة & ﻣﺘﻮﺳﻂ ا‬O‫ﺧﺬ & اﻻﻋﺘﺒﺎر اﻻﺧﺘﻼﻓﺎت اﻟﻜﺒ‬:‫ ﻣﻊ ا‬،‫اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‬ ‫ واﳉﺪﻳﺮ ذﻛﺮه أن إﺟﻤﺎ‬.‫اﳌﻌﺪﻟﺔ اﳌﺸﺎر إﻟﻴﻬﺎ أﻋﻼه‬ ‫ﻧﺘﺎﺟﻴﺔ‬7‫اﺠﻤﻟﻤﻮﻋﺘﲔ & ﻛﻠﻔﺔ ا‬ ّ ‫ ﺑﻠﻎ‬2008 ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة & اﻟﻌﺎم‬7‫ اﻟﻨﻔﻄﻲ & دوﻟﺔ ا‬O‫اﻟﻨﺎﰋ اﶈﻠﻲ ﻏ‬ ‫( واﻟﻴﺪ‬20 ٪) ‫ ﻣﻠﻴﺎر درﻫﻢ( وﻛﺎن ﻧﺘﻴﺠﺔ ﻟﻠﻤﺰج ﺑﲔ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ اﳌﺎﻫﺮة ﺑﻨﺴﺒﺔ‬924) ‫اﳌﻌﺪﻟﺔ ﺑﺤﺴﺐ‬ ‫ﻧﺘﺎﺟﻴﺔ‬7‫ ﻓﺒﺎﻋﺘﻤﺎد ﺗﻜﻠﻔﺔ ا‬.(80 ٪) ‫ اﳌﺎﻫﺮة ﺑﻨﺴﺒﺔ‬O‫اﻟﻌﺎﻣﻠﺔ ﻏ‬ ّ 161 ‫ﺟﻤﺎ ﺣﻮا‬7‫ ﺗﻜﻮن ﺗﻜﻠﻔﺔ ﺗﺴﺠﻴﻞ ﻫﺬا اﻟﻨﺎﰋ اﶈﻠﻲ ا‬،‫رﻗﺎم اﳌﺬﻛﻮرة أﻋﻼه‬:‫ا‬ ‫ اﻟﻨﻔﻄﻲ ﺣﺼﻴﻠﺔ ﻟﻼﻋﺘﻤﺎد ﻋﻠﻰ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ‬O‫ ﻓﻠﻮ ﻛﺎن اﻟﻨﺎﰋ اﶈﻠﻲ ﻏ‬.‫ﻣﻠﻴﺎر درﻫﻢ‬ ‫ أﻣﺎ إذا ﻛﺎن ﻫﺬا اﻟﻨﺎﰋ‬.‫ ﻣﻠﻴﺎر درﻫﻢ‬139 ‫ ﻋﻨﺪﻫﺎ ﺗﺴﺎوي اﻟﺘﻜﻠﻔﺔ‬،‫ اﳌﺎﻫﺮة وﺣﺪﻫﺎ‬O‫ﻏ‬ .‫ ﻣﻠﻴﺎر درﻫﻢ‬250 ‫ﻓﺘﻘﺪر اﻟﺘﻜﻠﻔﺔ ﺑﺤﻮا‬ ،‫ﻧﺘﻴﺠﺔ اﺳﺘﺨﺪام اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‬ ّ (‫ﻣﺎرات )درﻫﻢ‬7‫ﻣﻌﺪﻻت اﻟﺮﻳﻊ اﻻﻗﺘﺼﺎدي & اﻟﻘﻄﺎع اﳋﺎص & ا‬ LABOR ECONOMIC RENT IN THE PRIVATE SECTOR IN THE UAE (AED) 500،000 400،000 300،000 200،000 100،000 50،000 ‫اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ ﺷﺎﻣﻠﺔ‬ All Workers ‫اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‬ Skilled ‫ﻧﺘﺎﺟﻴﺔ‬7‫ا‬ ‫ﺗﻜﻠﻔﺔ اﻟﻌﻤﺎﻟﺔ‬ ‫اﻟﺮﻳﻊ اﻻﻗﺘﺼﺎدي‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة ﻧﺤﻮ ﺳﻮق ﻋﻤﻞ ﻳﻌﺘﻤﺪ‬7‫ﺗﻮﺟﻪ دوﻟﺔ ا‬ ّ ‫ﺑﻮﺟﻴﺰ اﻟﻌﺒﺎرة وﺑﺎﻓ|اض‬ ‫ ﻣﻠﻴﺎر‬22 ‫ﻣﺎرات ﻣﻮﻓّ ﺮة ﳊﻮا‬7‫ ﺗﻜﻮن ﺑﺎﻟﺘﺎ دوﻟﺔ ا‬،‫ اﳌﺎﻫﺮة وﺣﺪﻫﺎ‬O‫ﻋﻠﻰ اﻟﻌﻤﺎﻟﺔ ﻏ‬ ،‫ ﻧﻈﺎم ﻳﻌﺘﻤﺪ ﻋﻠﻰ اﻟﻴﺪ اﻟﻌﺎﻣﻠﺔ اﳌﺎﻫﺮة وﺣﺪﻫﺎ‬c‫ و& ﺣﺎل اﺧﺘﺎرت اﻻﻧﺘﻘﺎل إ‬.‫درﻫﻢ‬ ‫ & ﻫﺬا اﻻﲡﺎه ﺣﺘﻰ‬O‫ ﻻ ﺑﺪ ﻣﻦ اﻟﺴ‬،‫ وﻣﻊ ذﻟﻚ‬.‫ ﻣﻠﻴﺎر درﻫﻢ‬89 ‫ﻓﻬﻲ ﺧﺎﺳﺮة ﻟﻨﺤﻮ‬ ‫ اﻻﻗﺘﺼﺎد اﳌﻌﺮ& & ﺳﺒﻴﻞ ﲢﻘﻴﻖ‬c‫ وﻳﻨﺘﻘﻞ إ‬،‫ ﻋﻦ اﻟﻨﻔﻂ‬j‫ﻳﺘﺤﻮل اﻻﻗﺘﺼﺎد ﺑﻌﻴﺪ‬ .‫اﻻﺳﺘﺪاﻣﺔ & اﻟﺘﻨﻤﻴﺔ اﻻﻗﺘﺼﺎدﻳﺔ ﻋﻠﻰ اﳌﺪﻳﲔ اﳌﺘﻮﺳﻂ واﻟﻄﻮﻳﻞ‬ ‫ اﳌﺎﻫﺮة‬O‫اﻟﻌﻤﺎﻟﺔ ﻏ‬ UnSkilled Productivity Labor Cost Economic Rent employing foreign workers, they should be encouraged, at least in the short run, to give up some of this economic rent to employ and train UAE nationals for the private sector. Any policy that is directed towards decreasing the number of foreigners in the labor market will have negative effects on economic growth in the short run. However, in the long run, those policies may have signiﬁcant positive effects on economic growth and development. Since the expected social cost from a highly educated foreigner is less than that for a less educated foreigner, a policy that raises the cost of hiring unskilled workers, such as higher fees, may eventually reduce the labor costs paid by society. A move from an unskilled-labor- intensive environment toward an approach that relies less on cheap labor and more on skilled labor, is expensive when one takes into consideration the huge differences in average wages realized for the two groups and the difference in productivity-adjusted labor costs noted above. The non-oil UAE GDP in 2008 (924 billion AED) was produced by a mix of skilled workers (20%) and unskilled workers (80%). Using the productivity-adjusted labor cost ﬁgures above, the cost of producing this GDP level was around 161 billion AED.1 If the non-oil GDP had been produced only by unskilled labor, the cost would have been around 139 billion AED; only by skilled labor, around 250 billion AED. That analysis suggests that in 2008 the UAE could have added around 22 billion AED to the GDP had it depended solely on unskilled workers but would have reduced GDP by 89 billion AED by using only skilled workers. But between those two extremes are approaches that could reduce the number of unskilled foreign workers, increase the percentage of skilled foreign workers, reduce the societal costs of employing foreign workers, strengthen a knowledge-based economy, and sustain economic development and increasing GDP over the medium- and long-run. ‫ اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‬SKILLED 100% ‫ اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‬SKILLED 40% ‫ اﳌﺎﻫﺮة‬O‫ اﻟﻌﻤﺎﻟﺔ ﻏ‬UNSKILLED 60% ‫ اﻟﻌﻤﺎﻟﺔ اﳌﺎﻫﺮة‬SKILLED 20% ‫ اﳌﺎﻫﺮة‬O‫ اﻟﻌﻤﺎﻟﺔ ﻏ‬UNSKILLED 80% ‫ اﳌﺎﻫﺮة‬O‫ اﻟﻌﻤﺎﻟﺔ ﻏ‬UNSKILLED 100% 161 250 139 183 ‫ﻣﺎرات ﻣﻦ‬7‫ﺟﻤﺎ & ا‬7‫ ﻣﻦ اﻟﻨﺎﰋ اﶈﻠﻲ ا‬2008 ‫ﺗﻜﻠﻔﺔ إﻧﺘﺎج ﻣﺴﺘﻮى اﻟﻌﺎم‬ (‫ ﻣﺰج ﻣﻬﺎرات اﻟﻌﻤﻞ )ﺑﺎﳌﻠﻴﺎر درﻫﻢ‬c‫ﺧﻼل اﻟﻠﺠﻮء إ‬ THE COST OF PRODUCING THE 2008 LEVEL OF REAL GDP IN THE UAE USING DIFFERENT MIXES OF LABOR (BILLION AED) ‫اﻟﺪﻛﺘﻮر ﻣﻌﺎوﻳﺔ اﻟﻌﻮض‬ ‫ﻣﺪﻳﺮ ﻣﻌﻬﺪ اﻟﺒﺤﻮث اﻻﺟﺘﻤﺎﻋﻴﺔ واﻻﻗﺘﺼﺎدﻳﺔ‬ Dr. Mouawiya Al Awad Director of the Institute for Social and Economic Research 66 Shamsa Mohammed Al Shamsi ‫ﺷﻤﺴﺔ ﻤﺪ اﻟﺸﺎﻣﺴﻲ‬ 69 68 Shamsa Mohammed Al Shamsi ‫ﺷﻤﺴﺔ ﻤﺪ اﻟﺸﺎﻣﺴﻲ‬ 71 70 Afra Obaid ‫ﻋﻔﺮا ﻋﺒﻴﺪ‬ 73 72 Maitha Bint khalid ‫ﻣﻴﺜﺎء ﺑﻨﺖ ﺧﺎﻟﺪ‬ 75 74 ‫اﻧﺘﺮﻧﺖ‬ ‫‪76‬‬ ‫وأﻣﻦ اﻟﻤﻌﻠﻮﻣـﺎت‬ ‫‪Zayed University has‬‬ ‫‪established the ﬁrst cyber‬‬ ‫‪forensics research laboratory‬‬ ‫‪in the Middle East, one of very‬‬ ‫‪few worldwide.‬‬ ‫ﺳﺒﺎﻗﺔ ﺗﺄﺳﻴﺲ ﺘ‬ ‫ﺟﺎﻣﻌﺔ زاﻳﺪ ﻛﺎﻧﺖ ّ‬ ‫ﻟ‪-‬ﺑﺤﺎث اﳉﻨﺎﺋﻴﺔ ا&ﻟﻜ‪$‬وﻧﻴﺔ اﳌﺘﻄﻮرة اﻟﺬي‬ ‫ﻳﻌﺪ ا‪0‬ول ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺸﺮق ا‪0‬وﺳﻂ‪،‬‬ ‫ﻋﻠﻤﺎ أن ﻋﺪد ﻫﺬه اﳌﺨﺘات اﻟﻌﺎ; ﻻ‬ ‫ﻳﺰﻳﺪ ﻋﻦ ﻋﺪد أﺻﺎﺑﻊ اﻟﻴﺪ اﻟﻮاﺣﺪة‪.‬‬ ‫‪77‬‬ ‫دﻟﺔ اﻟﺮﻗﻤﻴﺔ ﻣﻦ أﺑﺮز ﺗﻄﻮرات اﻟﻌﺼﺮ اﳊﺪﻳﺚ & ﺗﻄﺒﻴﻖ‬:‫ﻳﻌﺪ اﳌﺒﺤﺚ اﳉﻨﺎﺋﻲ ﺑﺎ‬ ّ ‫ وﻫﻮ _ﺎل ﻣﺘﻌﺪد اﶈﺎور‬.‫ﻛﺎﻓﺔ اﻟﻨﻈﻢ اﻟﻘﺎﻧﻮﻧﻴﺔ وﺿﻤﺎن أﻣﻦ اﻟﺸﺒﻜﺎت واﳌﻌﻠﻮﻣﺎت‬ .‫ﻫﺎ‬O‫ اﺳﺘﺨﺮاج اﻟﺒﻴﺎﻧﺎت وﻏ‬،‫ اﻟﺮﺑﻂ اﻟﺸﺒﻜﻲ‬،‫ﻳﺸﻤﻞ اﻟﻘﺎﻧﻮن وﻋﻠﻮم اﳊﺎﺳﺐ ا‬ & ‫ ﻗﻀﺎﻳﺎ اﻻﺣﺘﻴﺎل‬،‫ﻛﻤﺎ أن ﺗﻄﺒﻴﻘﺎﺗﻪ واﺳﻌﺔ اﺠﻤﻟﺎل ﺗﺸﻤﻞ اﻟﺘﺸﺮﻳﻌﺎت اﳉﻨﺎﺋﻴﺔ‬ ‫ ﻳﺬﻛﺮ أن ﺟﺎﻣﻌﺔ زاﻳﺪ ﻛﺎﻧﺖ‬.a‫ﻟﻜ|و‬7‫ اﻟﺘﺰوﻳﺮ واﻟﺘﺰﻳﻴﻒ ا‬،‫ﻣﻦ اﻟﻘﻮﻣﻲ‬:‫ ا‬،‫اﶈﺎﺳﺒﺔ‬ ‫ول ﻋﻠﻰ‬:‫ﻟﻜ|وﻧﻴﺔ اﳌﺘﻄﻮرة اﻟﺬي ﻳﻌﺪ ا‬7‫ﺑﺤﺎث اﳉﻨﺎﺋﻴﺔ ا‬¤‫ﺳ ّﺒﺎﻗﺔ & ﺗﺄﺳﻴﺲ ﺘ ﻟ‬ ‫ ﻻ ﻳﺰﻳﺪ ﻋﻦ ﻋﺪد‬E‫ ﻋﻠﻤﺎ أن ﻋﺪد ﻫﺬه اﺨﻤﻟﺘات & اﻟﻌﺎ‬،‫وﺳﻂ‬:‫ﻣﺴﺘﻮى اﻟﺸﺮق ا‬ .‫أﺻﺎﺑﻊ اﻟﻴﺪ اﻟﻮاﺣﺪة‬ ‫ﺳﺘﺎذ اﳌﺴﺎﻋﺪ ﺑﺠﺎﻣﻌﺔ زاﻳﺪ وﻣﺪﻳﺮ‬:‫ ا‬،‫ ﺧّ ﺺ اﻟﺪﻛﺘﻮر إﺑﺮاﻫﻴﻢ ﺑﺎﺟﻴﻠﻲ‬،‫و& ﻫﺬا اﻟﺼﺪد‬ ‫ _ﻠﺘﻨﺎ ﺑﺤﺪﻳﺚ ﺗﻨﺎول ﻓﻴﻪ _ﺎل اﺧﺘﺼﺎﺻﻪ واﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﺗﻮاﺟﻪ اﻟﺒﺤﺚ‬،‫ﻫﺬا اﺨﻤﻟﺘ‬ .‫ﻫﻢ ﻣﺸﺎرﻳﻊ ﻃﺎﻟﺒﺎﺗﻪ‬: ‫اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ & اﳌﻨﻄﻘﺔ وأﻳﻀ ﻋﺮض‬ ‫ ﻣﺜﻞ‬a‫ﻟﻜ|و‬7‫ﺷﺎرك اﻟﺪﻛﺘﻮر ﺑﺎﺟﻴﻠﻲ & اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻘﻀﺎﻳﺎ & _ﺎل اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ ا‬ ‫ واﻟﺒﺤﺚ‬،‫ وﻋﻠﻢ اﻟﻨﻔﺲ اﳉﻨﺎﺋﻲ‬،‫ة‬O‫ﺳﻨﺎد اﻟﺘﺄﻟﻴﻔﻲ ﻟﻨﺼﻮص اﻟﺮﺳﺎﺋﻞ اﻟﻨﺼﻴﺔ اﻟﻘﺼ‬7‫ا‬ ‫ وأﻳﻀ ﺧﺎض & اﻟﺼﻌﻮﺑﺎت اﻟﺘﻲ ﺗﻮاﺟﻪ‬،“‫ﻳﻔﻮن‬:‫اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ اﳋﺎص ﺑﺄﺟﻬﺰة "ا‬ ‫اﶈﻘﻘﲔ & _ﺎل اﻟﺘﺤﻘﻴﻖ ﺑﺎﳉﺮاﺋﻢ اﳉﻨﺎﺋﻴﺔ اﻟﺮﻗﻤﻴﺔ وأدوات اﻻﺧﺘﺒﺎر اﳋﺎﺻﺔ‬ ‫ اﳌﺴﺘﻨﺪات اﳉﻨﺎﺋﻴﺔ اﳌﺘﻌﻠﻘﺔ ﺑﺎﺳﺘﺨﺪام‬c‫ﺿﺎﻓﺔ إ‬7‫ ﺑﺎ‬،‫ﺑﺎﻟﺒﺤﺚ اﻟﺮﻗﻤﻲ اﳉﻨﺎﺋﻲ‬ .‫اﻟﻬﻮاﺗﻒ اﶈﻤﻮﻟﺔ وﺗﺰوﻳﺮ ﺑﻄﺎﻗﺎت اﻻﺋﺘﻤﺎن‬ ‫ﺗﻌﺮﻓﻮن ﻋﻠﻢ اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ؟‬ ّ ‫ﻛﻴﻒ‬ ‫دﻟﺔ اﻟﺮﻗﻤﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺟﻨﺎﺋﻴﺔ ﻣﻬﻨﻴﺔ‬:‫ﻳﺮﺗﻜﺰ اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ ﻋﻠﻰ اﺳﺘﺨﺮاج ا‬ ‫ وﻫﻤﺎ‬.‫ واﻻﻣﺘﺜﺎل ﻟﻠﻘﻮاﻧﲔ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﺑﺤﺘﺔ‬،‫ﺳﺎﻟﻴﺐ اﻟﺼﺤﻴﺤﺔ‬:‫ﺑﺎﺳﺘﺨﺪام ا‬ ،‫ ﻓﺒﻐﻴﺎب أي ﻣﻦ ﻫﺬﻳﻦ اﻟﻌﻨﺼﺮﻳﻦ‬.‫ﻋﻨﺼﺮان ﻳﺸﻜﻼن ﻣﻔﻬﻮم اﻟﻌﻠﻢ اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ‬ ‫ﻣﺮﻳﻜﻴﺔ ﻟﻠﻌﻠﻮم اﻟﺮﻗﻤﻴﺔ اﳉﻨﺎﺋﻴﺔ“ ﻗﺒﻠﺖ‬:‫ﻛﺎدﳝﻴﺔ ا‬:‫ وأﺿﻴﻒ ﺑﺄن "ا‬.‫ﻻ وﺟﻮد ﻟﻬﺬا اﻟﻌﻠﻢ‬ .‫ﺑﻬﺬا اﻟﺘﻌﺮﻳﻒ‬ ‫وﻣﻦ ﺑﲔ اﳌﺸﺎرﻳﻊ اﻟﺘﻲ ﻧﻌﻤﻞ ﻋﻠﻴﻬﺎ اﻟﻴﻮم أذﻛﺮ ﻣﺸﺮوع اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ‬ ‫ وﻣﺸﺮوع اﻟ_ﻴﺎت اﳋﺒﻴﺜﺔ واﻟﺘﻲ ﺗﻌﺘ ﻣﺸﻜﻠﺔ‬،‫اﳌﺘﻌﻠﻖ ﺑﺎﻟﺮﺳﺎﺋﻞ اﻟﻨﺼﻴﺔ اﻟﻔﻮرﻳﺔ‬ ‫ إذ ﳝﻜﻦ‬.‫وﺳﺎت‬O‫ ﻟﻨﻔﻜّ ﺮ ﺑﺎﻟ_ﻴﺎت اﳋﺒﻴﺜﺔ ﻋﻠﻰ أﻧﻬﺎ ﻓ‬.‫ة & ﻋﺼﺮﻧﺎ اﻟﻴﻮم‬O‫ﻛﺒ‬ ‫ ﻓﻤﺜ ًﻼ ﻟﻮ أن ﺑﲔ أﻳﺪﻳﻜﻢ‬.‫وﺳﺎت أن ﺗﺆﺛﺮ & ﻋﻤﻠﻴﺔ اﻟﺒﺤﺚ واﻟﺘﺤﻘﻴﻖ اﳉﻨﺎﺋﻲ‬O‫ﻟﻬﺬه اﻟﻔ‬ ‫ وﻣﻦ‬.‫دﻟﺔ‬:‫ ﻓﺈﻧﻪ ﳝﻜﻦ ﻟﻠاﻣﺞ اﳋﺒﻴﺌﺔ أن ﲢﺬف ﻫﺬه ا‬،‫ﺣﺎﺳﻮﺑ ﻳﺤﺘﻮي ﻋﻠﻰ أدﻟﺔ ﻣﺎ‬ .‫ ﻻ ﺑﺪ ﻣﻦ اﻻﻃﻼع ﻋﻠﻰ ﺧﺼﺎﺋﺺ اﳌﺘﺼﻔﺢ & اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ اﻟﺮﻗﻤﻲ‬،‫ﻫﻨﺎ‬ 79 ،‫ وزﻳﺮ اﻟﺪاﺧﻠﻴﺔ‬،‫ ﻧﺎﺋﺐ رﺋﻴﺲ _ﻠﺲ اﻟﻮزراء‬،‫اﻟﻔﺮﻳﻖ ﺳﻤﻮ اﻟﺸﻴﺦ ﺳﻴﻒ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن‬ ‫ وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ رﺋﻴﺲ‬،‫وﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن‬ ‫ وﻛﻴﻞ وزارة اﻟﺪاﺧﻠﻴﺔ ﺧﻼل اﻓﺘﺘﺎح أول ﺘ‬،‫ واﻟﻔﺮﻳﻖ ﺳﻴﻒ اﻟﺸﻌﻔﺎر‬،‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫ﻟﻜ|وﻧﻴﺔ‬7‫ﺑﺤﺎث اﳉﻨﺎﺋﻴﺔ ا‬¤‫ﻟ‬ Lieutenant General Sheikh Saif bin Zayed Al Nahyan, Minister of Interior, H.E. Sheikh Nahayan Mabarak Al Nahyan, Minister of Higher Education and Scientiﬁc Research and President of Zayed University, and Lieutenant General Saif Al Shafaar, Undersecretary in the Ministry of Interior during the inauguration of the ﬁrst cyber forensics research laboratory in the Middle East ‫ﻧ|ﻧﺖ ﻣﻦ دون ﺣﻔﻆ أي‬7‫ ﻣﻦ اﳌﺘﺼﻔﺤﺎت اﻟﻴﻮم ﺗﺘﻴﺢ ﻟﻜﻢ ﺗﺼﻔﺢ ا‬O‫واﻟﻮاﻗﻊ أن اﻟﻜﺜ‬ ‫ ﳑﺎ ﻳﻌﻨﻲ‬،‫ ﺗﺨﺘﻔﻲ ﻫﺬه اﳌﻌﻠﻮﻣﺎت ﻋﻨﺪ إﻏﻼﻗﻜﻢ ﻟﻠﻤﺘﺼﻔﺢ‬،‫ وﺑﺎﻟﺘﺎ‬.‫ﻣﻦ اﳌﻌﻠﻮﻣﺎت‬ ‫ﻛﻢ‬ ّ ‫ﻣﺮ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬:‫ وا‬.‫ ﻣﺜﻞ اﳌﻮاﻗﻊ اﻟﺘﻲ ﺗﺘﻢ زﻳﺎراﺗﻬﺎ‬،‫ ﻳﺘﻢ ﺗﺨﺰﻳﻨﻬﺎ‬E ‫أن اﳌﻌﻠﻮﻣﺎت‬ “‫ إن "ﻣﻮزﻳﻼ ﻓﺎﻳﺮﻓﻮﻛﺲ‬،‫ ﻓﻤﺜ ًﻼ‬.‫اﻟﺒﻴﺎﻧﺎت اﳌﺪﺧﻠﺔ وﻋﺪد ﻣﺮات اﺳﺘﺨﺪام اﳌﺘﺼﻔﺢ‬ Internet Explorer “‫ ﻳﺤﻔﻆ ﺑﻴﺎﻧﺎت أﻗﻞ ﻣﻦ ”إﻧ|ﻧﺖ إﻛﺴﺒﻠﻮرر‬Mozilla Firefox .‫ﻋﻤﻠﺖ ﻋﻠﻴﻬﺎ ﻣﻊ ﺑﻌﺾ ﻣﻦ ﻃﺎﻟﺒﺎﺗﻲ‬ ‫ة ﻟﻼﻫﺘﻤﺎم اﻟﺘﻲ‬O‫وﻫﺬا ﻣﻦ اﳌﺸﺎرﻳﻊ اﳌﺜ‬ ُ Digital forensics is a multi-disciplinary ﬁeld of study encompassing the law, computer science, ﬁnance, networking, data mining, and criminal justice. The applications of digital forensics are far reaching, including law enforcement, disaster recovery, accounting frauds, homeland security, and information warfare. Zayed University has established the ﬁrst cyber forensics research laboratory in the Middle East, one of very few worldwide. Ibrahim Baggili, assistant professor in the College of Information Technology and Director of the laboratory, spoke recently about his ﬁeld of specialization, the challenges facing it in the region, and his students’ team projects. He brings extensive experience to his role having researched issues relating to authorship attribution of SMS messages, cyber criminal psychology, iPhone forensics, the obstacles facing digital forensic investigators, forensic tool testing, crime scene documentation using mobile technology, and credit card fraud. How do you deﬁne cyber forensics? Cyber forensics is about extracting digital evidence in a forensically sound manner. When I say forensically sound, I mean it has to be in keeping with the law and extracted in a scientiﬁc way. Those two conditions create the concept of forensics. Without both, you don’t really have the concept right. That is why we consider it a science. In fact, the American Academy of Forensic Sciences has accepted this deﬁnition. One of the projects we’re working on here focuses on instant messaging forensics. Another is malware. Malware is a big problem nowadays. Think of malware as a virus. These viruses can have an impact on the investigation process. Let’s say you get a computer containing evidence, malware could potentially delete that evidence. So you must know web browser privacy mode forensics. A lot of browsers now have something called privacy mode. When turned on, it allows you to browse the internet without any information being saved. When you close the browser, the data is gone. It’s not stored. There is no history. But some information such as websites visited is stored—even when the privacy mode is active. It depends on the amount of data that was overwritten and the browser used. For example, Mozilla Firefox saves less data than Internet Explorer. This is an interesting project that I worked on with some students. 78 How does the lab at Zayed University compare globally? This is the ﬁrst cyber forensics research laboratory in the Middle East and Arab world. There are only a few such labs, probably around four or ﬁve elsewhere. You have to place stress on the research aspect because a lot of law enforcement agencies have labs, but they don’t do research. Few universities are in the ﬁeld because not many people specialize in it at an academic level. Purdue University has a program, and the University College Dublin is doing a lot of work in cyber forensics. Why are so few universities into this? There are two reasons. One, there aren’t many people in this ﬁeld at the academic level. The other is that this ﬁeld concerns governments, police, and the like, so not a lot of universities are in it. Other places may have something like this as a small facet of their program but they don’t have a research specialized laboratory. ‫وﻧﻴﺔ ﺑﺠﺎﻣﻌﺔ زاﻳﺪ‬c‫ﻟﻜ‬d‫ﺑﺤﺎث اﳉﻨﺎﺋﻴﺔ ا‬a‫ ا‬+‫ﻛﻴﻒ ﳝﻜﻦ ﻟﻜﻢ ﺗﻘﻴﻴﻢ ~ﺘ‬ ‫ﻋﻠﻰ اﻟﺼﻌﻴﺪ اﻟﻌﺎﳌﻲ؟‬ ‫ول ﻣﻦ ﻧﻮﻋﻪ & ﻣﻨﻄﻘﺔ اﻟﺸﺮق‬:‫اﻟﻮاﻗﻊ أن اﺨﻤﻟﺘ اﻟﺬي أﻧﺸﺊ ﺑﺠﺎﻣﻌﺔ زاﻳﺪ ﻫﻮ ا‬ ‫رﺑﻌﺔ أو‬:‫ ﻻ ﻳﺘﺠﺎوز ا‬E‫ ﻓﻌﺪد اﺨﻤﻟﺘات اﳌﻤﺎﺛﻠﺔ ﻟﻪ & اﻟﻌﺎ‬.‫ اﻟﻌﺮﺑﻲ‬E‫وﺳﻂ واﻟﻌﺎ‬:‫ا‬ & ‫ وﻫﺬا ﻣﺎ ﻻ ﳒﺪه‬،‫ وﻻ ﺑﺪ ﻣﻦ اﻟ|ﻛﻴﺰ ﻫﻨﺎ ﻋﻠﻰ اﻟﻨﺎﺣﻴﺔ اﻟﺒﺤﺜﻴﺔ‬.‫اﳋﻤﺴﺔ ﺘات‬ & ‫ ﻛﻤﺎ أن ﻋﺪد اﳉﺎﻣﻌﺎت اﳌﺘﺨﺼﺼﺔ‬.‫ ﻣﻦ اﺨﻤﻟﺘات اﳉﻨﺎﺋﻴﺔ اﳌﺘﺨﺼﺼﺔ‬O‫اﻟﻜﺜ‬ ،‫ﻛﺎدﳝﻴﲔ‬:‫ وﺑﺎﻟﺘﺎ ﻻ ﳒﺪ اﻟﻌﺪﻳﺪ ﻣﻦ اﳌﺘﺨﺼﺼﲔ ا‬،E‫اﻟﺒﺤﻮث اﳉﻨﺎﺋﻴﺔ ﻗﻠﻴﻞ & اﻟﻌﺎ‬ College of Dublin “‫ وأﻳﻀ ”ﻛﻠﻴﺔ دﺑﻠﻦ اﳉﺎﻣﻌﻴﺔ‬Purdue “‫ﻧﺬﻛﺮ ﺟﺎﻣﻌﺔ "ﺑﺮدو‬ .‫ ﻣﻦ اﻟﺒﺤﻮث ﺑﻬﺬا اﻟﺸﺄن‬O‫ واﳉﺎﻣﻌﺘﺎن ﺗﻘﻮﻣﺎن ﺑﺎﻟﻜﺜ‬، University ‫ﻛﺎدﳝﻲ؟‬a‫وﻣﺎ ﻫﻮ ﺑﺮأﻳﻜﻢ ﺳﺒﺐ ﻏﻴﺎب ﻣﺜﻞ ﻫﺬا اﻟﺘﺨﺼﺺ ﻋﻠﻰ اﻟﺼﻌﻴﺪ ا‬ 81 ‫ أن ﻫﺬا اﻟﺘﺨﺼﺺ‬،a‫ واﻟﺜﺎ‬،‫ ﻏﻴﺎب اﻟﺮاﻏﺒﲔ & اﻟﺘﺨﺼﺺ أﻛﺎدﳝﻴ‬،‫ول‬:‫ ا‬:‫ﻫﻨﺎك ﺳﺒﺒﺎن‬ ‫ ﻣﻦ اﳉﺎﻣﻌﺎت‬O‫ واﻟﻜﺜ‬،‫ﺟﻬﺰة اﳌﺸﺎﺑﻬﺔ‬:‫ ذﻟﻚ ﻣﻦ ا‬O‫ﻳﺘﻌﻠﻖ ﺑﺎﳊﻜﻮﻣﺎت واﻟﺸﺮﻃﺔ وﻏ‬ ‫ وﻗﺪ ﳒﺪ ﻫﺬا اﻟﺘﺨﺼﺺ ﻣﻄﺮوﺣ ﺑﺸﻜﻞ ﻣﺴﺎق ﺗﺪرﻳﺴﻲ ﻓﻘﻂ ﻣﻦ‬.‫ﻻ ﺗﺮﻏﺐ & ذﻟﻚ‬ .‫دون وﺟﻮد أي ﺘ ﺑﺤﺜﻲ ﻣﺘﺨﺼﺺ‬ ‫ﻋﻤﺎل‬a‫ﺎﻻت ﻛﺎﻟﻌﻠﻮم وﻋﺎ ا‬r ‫و‬c‫ﻟﻜ‬d‫وﻫﻞ ﻳﻄﺎل اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ ا‬ ‫ وﻣﺎ إ ذﻟﻚ؟‬،‫واﳌﺎل واﻟﻘﻮاﻧﲔ واﻟﻘﻀﺎء اﳉﻨﺎﺋﻲ‬ ‫ون ﻳﻌﺘﻘﺪون أن اﻟﻜﻮﻣﺒﻴﻮﺗﺮ ﻫﻮ ﺟﻬﺎز ﺠﻤﻟﺮد إدﺧﺎل اﻟﺒﻴﺎﻧﺎت أو‬O‫ ﻓﺎﻟﻜﺜ‬،‫ﺑﺎﻟﺘﺄﻛﻴﺪ‬ ‫ ﻳﺸﻤﻞ اﻟﻨﺎﺣﻴﺘﲔ‬a‫ﻟﻜ|و‬7‫ ﻓﺎﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ ا‬.O‫ﻣﺮ أوﺳﻊ ﺑﻜﺜ‬:‫ وﻟﻜﻦ ا‬.‫اﺳﺘﺨﺮاﺟﻬﺎ‬ ‫ ﻓﺎﻟﻘﺎﻧﻮن ﻣﻦ أﻫﻢ ﺎور ﻫﺬا‬.‫ن ﺟﺮاﺋﻤﻪ ﺗﻄﺎل اﻟﻨﺎس‬: ،‫اﻟﻨﻔﺴﻴﺔ واﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ن ﻋﺪم وﺟﻮد ﻣﺜﻞ ﻫﺬه اﻟﻘﻮاﻧﲔ ﻳﻌﻨﻲ ﻋﺪم وﺟﻮد ﳌﻼﻣﺢ ”اﳉﺮﳝﺔ‬: ،‫اﻟﺘﺨﺼﺺ‬ ‫ﻟﻜ|وﻧﻴﺔ‬7‫ﻫﻢ اﻻﺳﺘﻤﺮار & ﲢﺪﻳﺚ اﻟﻘﻮاﻧﲔ اﳌﺘﻌﻠﻘﺔ ﺑﺎﳉﺮاﺋﻢ ا‬:‫ وا‬.“‫ﻟﻜ|وﻧﻴﺔ‬7‫ا‬ .‫اﳌﻮاﻛﺒﺔ ﻟﺘﻄﻮر اﻟﺘﻘﻨﻴﺎت‬ ‫ﻣﺎرات؟‬d‫ دوﻟﺔ ا‬O ‫ﻫﻞ ﺗﻮﺟﺪ ﻫﺬه اﻟﻘﻮاﻧﲔ‬ ‫ وﻟﻜﻦ‬.2006 ‫ﻣﺎرات & اﻟﻌﺎم‬7‫ﻟﻜ|وﻧﻴﺔ ﺻﺪر & دوﻟﺔ ا‬7‫إن أول ﻗﺎﻧﻮن ﺧﺎص ﺑﺎﳉﺮاﺋﻢ ا‬ ‫ ﻣﻮاﻛﺒﺔ اﻟﻘﻮاﻧﲔ‬،‫ ﻛﻤﺎ ذﻛﺮت‬j‫ ﻓﻤﻦ اﳌﻬﻢ ﺟﺪ‬.‫ ﻣﻦ اﳌﻨﺎزﻋﺎت اﻟﻌﺎﻟﻘﺔ‬O‫ﺗﺒﻘﻰ اﻟﻜﺜ‬ ‫اﻟﺒﺖ & ﻣﺜﻞ ﻫﺬه اﳉﺮاﺋﻢ أﻣﺎم اﶈﺎﻛﻢ ﺑﺎﻟﻄﺮﻳﻘﺔ‬ ّ ‫ وإ َﻻ ﻻ ﳝﻜﻨﻨﺎ‬،‫ﻟﻠﺘﻄﻮر اﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬ ‫ ﻣﻦ اﳌﺒﺎدرات اﻟﻬﺎﻣﺔ‬O‫ﻣﺎرات أﻃﻠﻘﺖ اﻟﻜﺜ‬7‫ أن دوﻟﺔ ا‬c‫ﺷﺎرة إ‬7‫ وﲡﺪر ا‬.‫اﻟﺼﺤﻴﺤﺔ‬ ‫ وذﻟﻚ ﻣﻨﺬ ﺣﻮا‬،‫ﻟﻜ|وﻧﻴﺔ‬7‫ﻣﻦ ﺧﻼل إﻗﺎﻣﺔ ﺎﻛﻢ ﻣﺘﺨﺼﺼﺔ ﺗﻨﻈﺮ & اﳉﺮاﺋﻢ ا‬ ‫ ﻓﺎﳉﺮﳝﺔ ﺑﺮأﻳﻲ ﺗﺒﻘﻰ ﺟﺮﳝﺔ ﻣﻬﻤﺎ اﺧﺘﻠﻔﺖ‬،‫ وﻫﺬه ﺧﻄﻮة ﺟﺒﺎرة‬.‫ﺧﻤﺴﺔ أﺷﻬﺮ‬ ‫ وﻣﻦ‬.‫ ﺳﻮاء ﰎ ارﺗﻜﺎﺑﻬﺎ ﻣﻦ ﺧﻼل ﺟﻬﺎز اﻟﻜﻮﻣﺒﻴﻮﺗﺮ أو ﻣﻦ ﺧﻼل ﻓﻌﻞ آﺧﺮ‬،‫وﻗﺎﺋﻌﻬﺎ‬ .‫ﻟﻜ|وﻧﻴﺔ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻘﺎﻧﻮﻧﻴﺔ‬7‫اﳌﻬﻢ أﻳﻀ ﺗﻘﺮﻳﺐ ﻣﻔﻬﻮم اﳉﺮﳝﺔ ا‬ Does cyber forensics encompass multiple ﬁelds such as computer science, ﬁnance, law, criminal justice? Sure. A lot of people look at it as just a technical ﬁeld, you know, data in, data out. But that’s not really what it’s about. It spans multiple ﬁelds. It includes psychology, which is a big area, and sociology, because crimes affect people. It includes criminal justice, as you said. In forensics one of the most important aspects is the law because if there is no law, it’s not a crime. I mean it’s as simple as that. Even when there is a law, one of the biggest problems in this ﬁeld is that it needs to be continuously updated. Do we have such a law in the UAE? In the UAE, the ﬁrst cyber criminal law was drafted in 2006. But there are many issues that need to be addressed. The law needs to keep pace with technology; otherwise you won’t really be able to take these crimes to court in a proper manner. The UAE has taken very strong initiatives. It established courts to try cyber crimes around ﬁve months ago. It was a good move in many ways. I am one of those who believe a crime is a crime, whether it’s committed through a computer or not. And it’s important that people at the judicial level comprehend what a cyber crime is. If the evidence is buried under a mountain of data, where do you make a start? Do you have certain rules, or do you go on a case-by-case basis? Well, case-by-case is probably the way to go, because each case is different. But that doesn’t mean there aren’t any rules. When you look for evidence, the ﬁrst thing you should do as an investigator is follow the “low-hanging fruit” rule. Start by looking at the obvious places. If I get someone’s computer, I mirror the data and do everything in a forensically sound manner. If I’m looking for illegal photos or documents, the ﬁrst place I check is My Documents. That’s how I start. Otherwise it is case by case. You just have to look for the right corroborating evidence as quickly as possible. ‫ ﻓﻤﺎذا ﻋﻦ ﻋﻠﻢ اﻟﻨﻔﺲ اﳉﻨﺎﺋﻲ واﻟﺬي‬،‫ﺗﺘﺤﺪﺛﻮن ﻋﻦ اﻟﻨﻮاﺣﻲ اﻟﺘﻘﻨﻴﺔ‬ ‫ﺧﻀﺘﻢ ﻓﻴﻪ؟‬ That is the technical aspect. You have also worked on the psychology of cyber criminals. ‫ﻧ|ﻧﺖ ﳝﻜﻦ أن ﻳﻜﻮﻧﻮا ﻣﻦ ﺷﺮاﺋﺢ‬7‫ن _ﺮﻣﻲ ا‬: ،‫ ﻟﻼﻫﺘﻤﺎم‬O‫ ﻫﻮ ﻋﻠﻢ ﻣﺜ‬.‫ﺑﺎﻟﻔﻌﻞ‬ ‫ ذﻫﻨﻨﺎ‬c‫ ﺗﺘﻄﺮق إ‬،‫ﻧ|ﻧﺖ‬7‫ وﻧﺤﻦ ﻋﻨﺪﻣﺎ ﻧﺘﺤﺪث ﻋﻦ ﻗﺮاﺻﻨﺔ ا‬.‫ﻋﻤﺮﻳﺔ وذﻫﻨﻴﺎت ﺘﻠﻔﺔ‬ ‫ إﻻ أﻧﻪ‬،‫ ﺟﺎﻟﺲ & ﺑﻴﺘﻪ ﻳﻬﺎﺟﻢ ﺟﻬﺔ ﺣﻜﻮﻣﻴﺔ أو ﻣﺆﺳﺴﺔ ﻣﺎ‬O‫ﺻﻮرة ﻃﻔﻞ ﺻﻐ‬ ‫ي ﻓﺮد أن ﻳﻜﻮن "_ﺮم إﻧ|ﻧﺖ“ واﻟﺴﺒﺐ & ذﻟﻚ ﻫﻮ أن اﳉﻤﻴﻊ ﻣﻄﻠﻊ ﻋﻠﻰ‬: ‫ﳝﻜﻦ‬ ‫ﻧ|ﻧﺖ ﻣﻦ أي ﻣﻜﺎن ﺗﻘﺮﻳﺒ ﲟﺠﺮد اﺳﺘﺨﺪام‬7‫ وﳝﻜﻦ ﻟﻪ ارﺗﻜﺎب ﺟﺮاﺋﻢ ﻋﻠﻰ ا‬،‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬ .‫ﺗﻘﻨﻴﺎت ﺑﺴﻴﻄﺔ ﻣﺘﺎﺣﺔ ﻋﻠﻰ اﻟﺸﺒﻜﺔ‬ Yes. It’s interesting because cyber criminals can be any age and have different mentalities. When we talk about hackers we think of a little kid sitting at home attacking some government entity or corporation. But anyone can be a cyber criminal. Everyone is involved with technology – and you can commit crimes from almost anywhere using simple technologies available online. ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ‬7‫ ﻋﻤﻠﺖ ﻣﻊ ﻓﺮﻳﻖ ﻣﻦ ﻃﺎﻟﺒﺎﺗﻲ ﻋﻠﻰ ﻣﺸﺮوع ﻳﺘﻌﻠﻖ ﺑﺪوﻟﺔ ا‬j‫وﻣﺆﺧﺮ‬ ‫ﻧ|ﻧﺖ وﲡﺎوز اﻟوﻛﺴﻲ“ وأردﻧﺎ‬7‫ وﻛﺎن اﺳﻢ اﳌﺸﺮوع "اﻟﺘﻮرط & ﺟﺮاﺋﻢ ا‬.‫اﳌﺘﺤﺪة‬ Proxy “‫ﻣﻦ ﻫﺬه اﻟﺪراﺳﺔ ﻣﻌﺮﻓﺔ إذا ﻛﺎن ﻫﻨﺎك أي ارﺗﺒﺎط ﺑﲔ ﲡﺎوز "اﻟوﻛﺴﻲ‬ َ‫ إن ﲡﺎوز‬.‫ ﺗﺒﲔ ﻟﻨﺎ وﺟﻮد ﻣﺜﻞ ﻫﺬا اﻟ|اﺑﻂ اﻟﻼﻓﺖ‬،‫ وﺑﺎﻟﻔﻌﻞ‬.‫ﻧ|ﻧﺖ‬7‫واﻟﺘﻮرط & ﺟﺮاﺋﻢ ا‬ ‫ﺟﺮاﻣﻲ اﳌﺘﺼﻞ‬7‫ ﻳﻌﻨﻲ أﻧﻪ أﻛ~ ﻋﺮﺿﺔ ﻟﻼﻧﺨﺮاط & اﻟﺴﻠﻮك ا‬،“‫اﻟﺸﺨﺺ "اﻟوﻛﺴﻲ‬ ‫ ﻛﻤﺎ ﺧﻠﺼﻨﺎ‬.‫ وﻫﻲ ﲢﻤﻞ ﻣﺪﻟﻮﻻت ﻣﺘﻨﻮﻋﺔ‬.‫ة ﻟﻼﻫﺘﻤﺎم‬O‫ وﻫﺬه ﻧﺘﻴﺠﺔ ﻣﺜ‬.‫ﻧ|ﻧﺖ‬7‫ﺑﺎ‬ ‫ وأﻣﺎ‬.“‫ أﻧﻪ ﳝﻜﻦ ﻟﻠﺸﺨﺺ اﳌﺘﻌﻤﻖ ﺑﺄﺟﻬﺰة اﻟﻜﻮﻣﺒﻴﻮﺗﺮ أن ﻳﺘﺠﺎوز "اﻟوﻛﺴﻲ‬c‫إ‬ ‫ﺟﻬﺰة اﳊﺎﺳﻮﺑﻴﺔ‬:‫اﻟﺴﺆال ﻋﻦ وﺟﻮد ﻋﻼﻗﺔ ﺑﲔ اﳌﻌﺮﻓﺔ اﳌﺘﻌﻤﻘﺔ & اﺳﺘﺨﺪام ا‬ .‫ ﻓﻠﻴﺲ ﻟﺪﻳﻨﺎ إﺟﺎﺑﺔ واﺿﺤﺔ‬،‫ﻧ|ﻧﺖ‬7‫وﺟﺮاﺋﻢ ا‬ I recently worked with my team on a project relating to the UAE. The study was called Proxy Bypass and Cyber Crime Engagement. We wanted to see if there was a correlation between bypassing the proxy and engaging in cyber crime. It turns out that there is a signiﬁcant relationship. If you bypass the proxy, you are more likely to engage in criminal behavior. It’s an interesting ﬁnding; it could mean many things. We also found that if a person’s knowledge of computers is high, he or she is more likely to bypass the proxy. But is there a high correlation between knowledge of computers and cyber crimes? We are not sure. ‫ﻟﻜ|وﻧﻴﺔ واﳉﺎﻧﺐ اﻟﻨﻔﺴﻲ‬7‫اﻟﻨﻘﻄﺔ اﻟﺘﻲ أﺣﺎول ﺗﻮﺿﻴﺤﻬﺎ ﻫﻲ أن ﻣﻔﻬﻮم اﳉﺮاﺋﻢ ا‬ ‫ن ﻧﺘﻌﻤﻖ‬: ‫ ﻧﺤﻦ ﺑﺤﺎﺟﺔ‬.‫ واﺿﺢ ﲤﺎﻣ ﺑﻌﺪ‬O‫ﻟﻜ|وﻧﻴﺔ ﻣﺎ ﻳﺰال ﻏ‬7‫ﺠﻤﻟﺮﻣﻲ اﻟﺸﺒﻜﺔ ا‬ ‫ ﻣﻦ اﳌﺎل & دراﺳﺔ اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬O‫ ﻓﻨﺤﻦ ﻧﻨﻔﻖ اﻟﻜﺜ‬.‫ﺑﻬﺬه اﻟﻨﺎﺣﻴﺔ ﺑﺸﻜﻞ أﻛ‬ ‫وﻧﺘﻐﺎﺿﻰ ﻋﻦ دراﺳﺔ ﻣﺴﺘﺨﺪﻣﻲ اﳊﺎﺳﻮب أو اﻟﻜﻮﻣﺒﻴﻮﺗﺮ واﻟﺬي ﻫﻮ _ﺮد ﺟﻬﺎز‬ ‫ وﻟﻜﻦ & اﳌﺴﺘﺨﺪﻣﲔ اﻟﺬﻳﻦ ﻳﺴﻴﺌﻮن‬،‫ ﻓﺎﳌﺸﻜﻠﺔ ﻟﻴﺴﺖ & اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬.‫ﻣﺎدي‬ .‫اﺳﺘﺨﺪام ﻫﺬا اﳉﻬﺎز ﺑﺎﻟﺸﻜﻞ اﳉﻴﺪ‬ The point I’m trying to make is that the whole concept of cyber crimes and psychology of criminals is still vague to us. We need to study a lot more than we are currently. Instead, we spend all of our money and time studying technology. We don’t study humans much. When it comes to cyber crimes, humans are the problem, not technology. 80 ‫وﻧﻴﺔ ﺻﺪر‬$‫إن أول ﻗﺎﻧﻮن ﺧﺎص ﺑﺎﳉﺮاﺋﻢ ا&ﻟﻜ‬ .2006 ‫دوﻟﺔ ا&ﻣﺎرات اﻟﻌﺎم‬ In the UAE, the ﬁrst cyber criminal law was drafted in 2006. ‫ ﺣﺎل ﻛﺎن اﻟﺪﻟﻴﻞ‬O ‫ ﺑﺤﺜﻪ‬O ‫ﻛﻴﻒ ﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ اﳉﻨﺎﺋﻲ اﻻﻧﻄﻼق‬ ‫ﻛﻢ ﻣﻦ اﻟﺒﻴﺎﻧﺎت؟ ﻫﻞ ﻣﻦ ﻗﻮاﻋﺪ‬ َ ‫اﳉﻨﺎﺋﻲ اﻟﺬي ﻳﺒﺤﺚ ﻋﻨﻪ ﻣﻄﻤﻮر ﺑﲔ‬ ‫ﻣﻌﻴﻨﺔ ﳝﻜﻦ اﻻﺳﺘﻨﺎد إﻟﻴﻬﺎ أو أﻧﻪ ﻳﺘﻢ اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻛﻞ ﺣﺎﻟﺔ ﻋﻠﻰ ﺣﺪة؟‬ ‫ وﻟﻜﻦ ﻫﺬا ﻻ ﻳﻌﻨﻲ ﻏﻴﺎب‬.‫ﻓﻀﻞ ﻣﻌﺎﻳﻨﺔ ﻛﻞ ﺣﺎﻟﺔ ﻋﻠﻰ ﺣﺪة ﺑﺴﺒﺐ اﺧﺘﻼف اﳊﺎﻻت‬:‫ا‬ ‫ﻣﻮر‬:‫ ﻳﻨﺒﻐﻲ ﻟﻠﺒﺎﺣﺚ اﻻﻧﻄﻼق ﻣﻦ ا‬،‫ ﻓﻌﻨﺪ اﻟﺒﺤﺚ ﻋﻦ اﻟﺪﻟﻴﻞ اﳉﻨﺎﺋﻲ‬.‫اﻟﻘﻮاﻧﲔ اﻟﺴﺎرﻳﺔ‬ ،‫ ﻗﺎﻧﻮﻧﻴﺔ‬O‫ ﻟﻮ ﻛﺎن اﻟﺒﺎﺣﺚ ﻳﻔﺘﺶ ﻋﻦ ﺻﻮر أو ﻣﺴﺘﻨﺪات ﻏ‬،ُ‫ ﻓﻤﺜ ًﻼ‬.‫اﻟﻈﺎﻫﺮة أﻣﺎﻣﻪ‬ ‫ ﻻ‬.‫ ﻗﺒﻞ اﻻﻧﻄﻼق ﺑﺎﻟﺒﺤﺚ ﺣﺎﻟﺔ ﺑﺤﺎﻟﺔ‬My Documents “‫ﻓﻌﻠﻴﻪ أو ًﻻ اﻟﺒﺤﺚ & "ﻣﻠﻔﺎﺗﻲ‬ .‫دﻟﺔ اﻟﻈﺎﻫﺮة ﻟﻼﺳﺘﺪﻻل & اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ‬:‫ﺑﺪ ﻣﻦ رﺑﻂ ا‬ ‫ وﻫﺬه ﻫﻲ اﳌﺸﻜﻠﺔ اﻟﺘﻲ ﺗﻮاﺟﻬﻨﺎ‬،‫دﻟﺔ اﻟﺘﻲ ﻳﻐﻮص ﻓﻴﻬﺎ اﻟﺒﺎﺣﺚ‬:‫ﻛﻢ ا‬ ّ ‫ﺗﺘﺤﺪﺛﻮن ﻋﻦ‬ ‫ وإﺣﺪاﻫﺎ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت ﺑﺸﻜﻞ‬،‫ة & ﻫﺬا اﻟﺸﺄن‬O‫ وﻫﻨﺎك ﻣﺒﺎدرات ﻛﺜ‬.‫ﺑﺎﻟﻔﻌﻞ‬ ،‫ أﻧﻪ ﺣﺎﳌﺎ ﻳﺄﺧﺬ اﻟﺒﺎﺣﺚ ﺟﻬﺎز اﻟﻜﻮﻣﺒﻴﻮﺗﺮ ﻟﻼﺳﺘﺪﻻل ﻋﻠﻰ اﻟﺒﻴﺎﻧﺎت‬،‫ ﲟﻌﻨﻰ‬.‫ﻋﺸﻮاﺋﻲ‬ ‫ وأﻧﺎ اﻟﻴﻮم‬.‫ اﻟﺘﻘﺎط _ﻤﻮﻋﺔ ﻣﻦ اﻟﺒﻴﺎﻧﺎت ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮاﺋﻴﺔ ﻟﻠﺒﺤﺚ ﻓﻴﻬﺎ‬c‫ﻳﺴﻌﻰ إ‬ ‫ ﺑﻌﺪد‬O‫ ﻳﻜﻔﻲ اﻟﺘﻔﻜ‬.‫أﻗﻮم ﲟﺸﺮوع ﺑﺤﺜﻲ ﺣﻮل ﺟﻤﻊ ﳕﺎذج اﻟﺒﻴﺎﻧﺎت اﳊﺎﺳﻮﺑﻴﺔ‬ ‫ وﻛﺜﺎﻓﺔ ﺗﺪﻓﻖ‬،‫ﻧ|ﻧﺖ & اﻟﻴﻮم ﻟﻨﺘﻔﻬﻢ ﺻﻌﻮﺑﺔ اﳌﺴﺄﻟﺔ‬7‫اﳌﺮات اﻟﺘﻲ ﻧﺴﺘﺨﺪم ﻓﻴﻬﺎ ا‬ .‫اﳌﻌﻠﻮﻣﺎت ﻣﻦ ﺧﻼل اﻟﺸﺒﻜﺔ‬ ،‫ اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ اﳌﺘﻄﻮرة ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ‬:‫ﺗﺘﺤﺪﺛﻮن ﻫﻨﺎ ﻋﻦ ﻣﺴﺘﻮﻳﺎت ﺛﻼﺛﺔ‬ ‫ ﻓﻜﻴﻒ ﺗﺘﻄﻮر ﻫﺬه اﻟﻘﻮاﻧﲔ وﻛﻴﻒ ﳝﻜﻦ‬.‫أدوات اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ واﻟﻘﻮاﻧﲔ‬ ‫اﻻﺳﺘﻔﺎدة ﻣﻨﻬﺎ؟‬ ‫ & اﻻﲡﺎه‬O‫ ﻋﻠﻴﻨﺎ اﻟﺴ‬،‫ ﻓﻠﻜﻲ ﺗﺘﻄﻮر اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ أو ﺗﺘﻄﻮر اﻟﻘﻮاﻧﲔ‬.‫اﻟﺒﺤﺚ ﺛﻢ اﻟﺒﺤﺚ‬ ‫ﻧﻔﺎق ﻋﻠﻰ ﻫﺬه اﻟﺒﺤﻮث ﻣﻦ أﺟﻞ‬7‫ أي ﻣﻦ ﺧﻼل اﳉﻬﻮد اﻟﺒﺤﺜﻴﺔ اﳌﺘﻌﻤﻘﺔ وا‬،‫اﻟﺼﺤﻴﺢ‬ ‫ وﻻ ﳝﻜﻦ اﳊﺪﻳﺚ ﻋﻦ اﻟﺒﺤﻮث ﻣﻦ دون رﺑﻄﻬﺎ ﺑﺎﻟﻨﺎﺣﻴﺔ‬.‫اﺳﺘﺒﺎق اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ واﻟﻘﻮاﻧﲔ‬ .‫ﻛﺎدﳝﻴﺔ‬:‫اﻟﺘﻌﻠﻴﻤﻴﺔ ا‬ ‫ اﲡﺎه‬O ‫ ﻛﻠﻬﺎ‬9‫ﻛﺎدﳝﻲ ﺗﺴ‬a‫ﻫﻞ ﺗﻌﺘﻘﺪون أن اﻟﺒﺤﻮث واﻟﺘﻌﻠﻴﻢ ا‬ ‫واﺣﺪ؟‬ 83 ‫ ﲤﺎﻣ ﻛﻤﺎ ﻳﺤﺪث ﻋﻨﺪ ﻃﺮح ﻫﺎﺗﻒ ﺟﺪﻳﺪ‬،‫ﺟﺮاءات اﻟﻘﺎﻧﻮﻧﻴﺔ اﳌﻨﺎﺳﺒﺔ‬7‫& ﺗﻮﺿﻴﺢ ا‬ ‫ﺧﺮى‬:‫ واﳌﺸﻜﻠﺔ ا‬.‫ وﺎوﻟﺔ ﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ اﺳﺘﺨﺮاج اﳌﻌﻠﻮﻣﺎت ﻣﻨﻪ‬،‫ﺳﻮاق‬:‫& ا‬ ،‫ ﻓﻔﻲ اﻟﻮﻻﻳﺎت اﳌﺘﺤﺪة ﻣﺜ ًﻼ‬.‫دﻟﺔ‬:‫ﻫﻲ وﺟﻮد ﻗﻮاﻧﲔ ﻣﻠﻤﻮﺳﺔ ﺧﺎﺻﺔ ﺑﻜﻴﻔﻴﺔ ﻗﺒﻮل ا‬ ‫ واﻟﺬي‬Daubert Process “‫ﻳﻨﺒﻐﻲ & اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ إﺗﺒﺎع ﻣﺎ ﻳﻌﺮف ﺑــِ "إﺟﺮاء دوﺑﺮت‬ ‫ وﻻ ﺑﺪ ﻣﻦ اﻟﺘﻨﻮﻳﻪ ﺑﻀﺮورة ﻣﻌﺮﻓﺔ‬.‫ﻳﻌﺘ أن اﻟﺪﻟﻴﻞ اﳉﻨﺎﺋﻲ ﻣﺮﺑﻮط ﺷﺮﻃ ﺑﺄدﻟﺔ ﺳﺎﺑﻘﺔ‬ ‫ واﻟﺘﻲ ﻳﺼﻌﺐ اﻛﺘﺸﺎﻓﻬﺎ ﻣﻦ دون‬،‫ﺧﻄﺎء اﻟﺘﻲ ﺗﺮﺗﻜﺒﻬﺎ أداة اﻟﺒﺤﺚ اﳉﻨﺎﺋﻲ‬:‫ﻣﻌﺪل ا‬ & ‫ ﻣﺘﻮﻓﺮ‬O‫ وﻣﺜﻞ ﻫﺬا اﳌﺮﻛﺰ ﻏ‬.‫إﺟﺮاء ﺑﺤﺚ ﺟﻨﺎﺋﻲ ﻣﺘﻌﻤﻖ ﻣﻦ ﻗﺒﻞ ﻣﺮﻛﺰ ﻣﺮﺧّ ﺺ‬ .‫ اﻟﻌﺮﺑﻲ‬E‫اﻟﻌﺎ‬ ‫اﳌﻤﻮﻟﺔ ﻟﺘﺄﺳﻴﺲ ﻣﺮﻛﺰ‬ ‫ دوﻣ أﻃﺮح ﻫﺬه اﳌﺴﺎﺋﻞ ﻣﺘﻤﻨﻴ أن أﺟﺪ اﳉﻬﺔ‬a‫ﺗﺮا‬ ّ ‫ إذ ﻟﻴﺲ ﻣﻦ اﻟﻀﺮوري أن ﺗﻜﻮن أداة اﻟﺒﺤﺚ‬.‫ﻣﺘﺨﺼﺺ ﻳﻨﻈﺮ & ﻫﺬه اﳌﺴﺎﺋﻞ‬ ‫ي‬O‫ي & اﻟﻮﻻﻳﺎت اﳌﺘﺤﺪة ﻣﺜ ًﻼ ﻫﻲ ﻧﻔﺴﻬﺎ أداة اﻟﺒﺤﺚ ﻟﻠ ِﺒﻼك ﺑ‬O‫اﳋﺎﺻﺔ ﺑﺎﻟ ِﺒﻼك ﺑ‬ ‫دوات اﻟﺒﺤﺜﻴﺔ اﻟﺘﻲ ﺗﻘﺮأ‬:‫ﺧﺬ ﺑﻌﲔ اﻻﻋﺘﺒﺎر ﺑﻌﺾ ا‬:‫ إذ ﻻﺑﺪ ﻣﻦ ا‬.‫ﻣﺎرات‬7‫& دوﻟﺔ ا‬ .‫اﳊﺮوف اﻟﻌﺮﺑﻴﺔ‬ ‫ﺧﺮى اﻟﺘﻲ ﺗﺘﻤﻨﻮن اﳋﻮض ﻓﻴﻬﺎ؟‬a‫ﻣﺎ ﻫﻲ اﳌﺸﺎرﻳﻊ ا‬ &‫ ﻫﺬا ﻣﻦ أﻫﺪا‬،‫ﻟﻜ|وﻧﻴﺔ‬7‫ أﲤﻨﻰ ﺗﺄﺳﻴﺲ ﻣﻌﻬﺪ ﺧﺎص ﺑﺄﻣﻦ اﻟﺸﺒﻜﺔ ا‬،‫ﺑﺼﺮاﺣﺔ‬ ‫ ﳝﻜﻦ ﻟﻠﻘﻄﺎﻋﲔ‬،‫ﻋﻤﺎل وﻟﻠﺒﺤﻮث اﳌﺘﺨﺼﺼﺔ‬¤‫ ﻣﻌﻬﺪ ﻳﻜﻮن ﲟﺜﺎﺑﺔ ﻣﺮﻛﺰ ﻟ‬.‫اﻟﻜى‬ ‫ وﻳﻘﻮم ﻫﺬا اﳌﻌﻬﺪ ﺑﺎﺧﺘﺒﺎر أدوات اﻟﻔﺤﺺ واﻻﺧﺘﺒﺎر‬.‫اﳊﻜﻮﻣﻲ أو اﳋﺎص ﲤﻮﻳﻠﻪ‬ ‫ ﻋﻨﺪ اﺳﺘﺨﺪام اﻟﻔﺮد ﻟﻧﺎﻣﺞ أو ﺟﻬﺎز ﺧﺎص ﺑﺄﻣﻦ‬،‫ وﺑﺎﻟﺘﺎ‬.‫اﳋﺎﺻﺔ ﺑﺎﻟﺒﺤﻮث اﳉﻨﺎﺋﻴﺔ‬ ‫ ﻳﻜﻮن ﻫﺬا اﳌﻌﻬﺪ اﳌﻜﺎن اﳌﻨﺎﺳﺐ‬،‫ﻣﻦ‬:‫ أو أي أداة ﺑﺤﺚ ﺟﻨﺎﺋﻲ ﻣﺮﺗﺒﻄﺔ ﺑﺎ‬،‫اﻟﺸﺒﻜﺔ‬ ‫ وﳝﻜﻦ ﻟﻨﺎ ﺑﺎﻟﺘﺎ إﻋﻄﺎء ﻣﻌﺪﻻت‬.‫داة ﺑﻐﺮض ﺿﻤﺎن ﺳﻼﻣﺔ ﻋﻤﻞ اﳌﻨﺘﺞ‬:‫ﻟﻔﺤﺺ ا‬ .‫ أي ﺣﺪ ﻫﻢ ﲟﺄﻣﻦ ﻣﻦ ﺧﻄﺮﻫﺎ‬c‫دوات ﺣﺘﻰ ﻳﺘﺴﻨﻰ ﻟﻠﻨﺎس ﻣﻌﺮﻓﺔ إ‬:‫ﳌﺪى ﻓﻌﺎﻟﻴﺔ ا‬ ‫ ووﺿﻊ‬،‫ﻛﻤﺎ ﳝﻜﻦ ﻟﻬﺬا اﳌﻌﻬﺪ ﻣﻦ ﻧﺎﺣﻴﺔ أﺧﺮى اﻟﻌﻤﻞ ﻋﻠﻰ ﻣﺸﺮوع ﺣﻜﻮﻣﻲ ﻣﺎ‬ .‫اﳋﻄﻮات اﻟﻼزﻣﺔ ﻻﺗﺨﺎذ اﻟﻘﺮارات اﻟﺼﺎﺋﺒﺔ‬ There’s no real issue there, from that standpoint. The problem is in dealing with the pace of technology. Say a new phone comes out tomorrow. We have to ﬁgure out how to extract data from it. Another issue is regarding admissibility of evidence. I haven’t seen any concrete laws regarding that in this region. In the US, when you admit evidence in a court of law you have to follow something called the Daubert Process or the Frye Test. The Daubert Process states that evidence can only be admitted in a scientiﬁcally sound way, in a manner that has a precedent. One must also know the error rates of the tools being used. That requires extensive research carried by a licensed center to check the validity of the tool and to authorize it, but we don’t currently have that capability anywhere in the region. I often raise those issues and wish someone would actually fund us to establish a center that does some of those things for this region. Just because a tool works on a BlackBerry in the US doesn’t mean it’s going to work on a BlackBerry in the UAE. Some tools render the Arabic language and Arabic characters, and some don’t. So, if your evidence is in Arabic, you’re going to have a problem ﬁnding it if your tool doesn’t read that language. What other projects do you wish to handle? Frankly, I would love to establish a cyber security institute… that is one of my big goals. It would operate as a business and research center. .‫ ﻓﺎﻟﻨﻈﻢ واﻟﻘﻮاﻧﲔ ﻻ ﺗﻮاﻛﺐ ﺳﺮﻋﺔ ﺗﻄﻮر اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬،‫ﻳﺼﻌﺐ اﻟﺮد ﻋﻠﻰ ﻫﺬا اﻟﺴﺆال‬ ‫ﺧﺬ ﺑﻌﲔ اﻻﻋﺘﺒﺎر ﻋﺪة ﻋﻮاﻣﻞ ﺧﻼل ﻋﻤﻠﻴﺔ ﺗﻘﺼﻴﻪ ﻣﻬﻤﺎ‬:‫وﻻ ﺑﺪ ﻟﻠﺒﺎﺣﺚ اﳉﻨﺎﺋﻲ ﻣﻦ ا‬ ‫ﻳﻌﻄﻞ‬ ّ ‫دﻟﺔ اﳉﻨﺎﺋﻴﺔ أو‬:‫ وﻣﻦ دون أن ﻳﺆﺛﺮ ذﻟﻚ ﻋﻠﻰ ا‬،‫اﺧﺘﻠﻔﺖ أدوات اﻟﺒﺤﺚ اﳌﺘﺎﺣﺔ ﻟﻪ‬ ،‫ وﺑﻄﺮﻳﻘﺔ ﻣﻨﻄﻘﻴﺔ‬،‫ وﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ اﳉﻨﺎﺋﻲ أن ﻳز أﻣﺎم اﶈﻜﻤﺔ اﺨﻤﻟﺘﺼﺔ‬.‫اﻟﻘﻀﻴﺔ‬ ‫ ﻳﺴﺎﻋﺪ اﻟﻘﺎﻧﻮن اﻟﺒﺎﺣﺚ اﳉﻨﺎﺋﻲ‬،‫ وﻣﻦ ﻧﺎﺣﻴﺘﻪ‬.‫ﺳﺲ اﻟﺘﻲ ارﺗﻜﺰ إﻟﻴﻬﺎ & ﺑﻨﺎء ﻗﻀﻴﺘﻪ‬:‫ا‬ But you raise an important point. One of the biggest problems we face is the amount of data we have to deal with. There have been research initiatives in that domain, one of them being random sampling of data. As soon as you get someone’s computer, to get a feel of the evidence it contains, you might want to grab a quick random sample and see what’s in there. In fact I’m working on a research project on the sampling of network data because when you think of a hard drive, that’s great, but then you think of how much data passes through a network, that’s huge, you know? Just think about how much you actually use the internet every day. And if you have a company, just imagine how much data is ﬂowing through the network. I imagine there are three levels here. First is technology, which is evolving at a tremendous speed. Second is tools, and the third is the law. How do tools evolve with technology? And how does the law evolve to beneﬁt from these tools? The right answer to that is research. In order for technology to evolve, or law to evolve, you have to move in the right direction. And you can do that only by studying hard. Only by spending money and doing research can you stay ahead of technology and the law. When I say research, I mean research and education. Do you think they are all moving at the same pace? I don’t know about that, but I will say that a lot of times you would ﬁnd things in research that are ahead. The legal system typically takes a long time to adjust. Sometimes it becomes obsolete. It’s important to state that there are certain fundamentals that you have to take into account during any investigation, no matter what the tool is. If the tool performs well and doesn’t tamper with the evidence or destroy the case, then you as an investigator can show the court in a logical manner the steps you took to build up the case. The law also provides guidelines for investigators to follow. 82 ‫ ﻳﺄﺗﻲ دور اﳌﻮارد اﻟﺒﺸﺮﻳﺔ & ﻛﻴﻔﻴﺔ اﺧﺘﻴﺎر اﳌﻮﻇﻔﲔ اﳌﺘﺨﺼﺼﲔ ﻟﻠﻌﻤﻞ‬،‫أﻳﻀ‬ ‫ وﻻ ﺑﺪ ﻟﻘﺴﻢ اﳌﻮارد اﻟﺒﺸﺮﻳﺔ‬.‫& _ﺎﻻت ﺣﺴﺎﺳﺔ ﻛﻤﺎ & _ﺎل اﻟﻄﺎﻗﺔ اﻟﻨﻮوﻳﺔ‬ ‫ ﲟﻌﻨﻰ أﻻ‬،‫ﺟﺮاءات & اﺧﺘﻴﺎر أﻓﺮاد ﻳﺘﺼﻔﻮن ﺑﺎﻟﻨﺰاﻫﺔ اﳌﻬﻨﻴﺔ‬7‫ﻣﻦ ﺗﻄﺒﻴﻖ ﺑﻌﺾ ا‬ ‫ ﻛﻤﺎ‬.‫ وﻫﻨﺎ ﻳﻈﻬﺮ دور اﳌﻌﻬﺪ & ﺿﻤﺎﻧﻪ أﻣﻦ اﳌﻌﻠﻮﻣﺎت‬.‫ﻳﺨﺮﺑﻮا اﻟﻨﻈﺎم اﳊﺎﺳﻮﺑﻲ‬ ‫ﳝﻜﻦ ﻟﻬﺬا اﳌﻌﻬﺪ أن ﻳﺴﺎﻋﺪ أي ﺟﻬﺔ ﻣﺼﺮﻓﻴﺔ أو ﺣﻜﻮﻣﻴﺔ & اﺧﺘﻴﺎر اﳌﻮﻇﻔﲔ‬ .‫اﳌﺘﺨﺼﺼﲔ & _ﺎل أﻣﻦ اﻟﺸﺒﻜﺎت ﻟﻠﻌﻤﻞ ﻣﻌﻬﻢ‬ ‫ واﳊﻘﻴﻘﺔ أن ﻫﻨﺎك ﺑﺮاﻣﺞ‬.‫ﻫﻢ‬:‫ وﻫﻤﺎ اﻟﻌﻨﺼﺮان ا‬،‫ ﻳﺒﻘﻰ اﻟﺘﻌﻠﻴﻢ واﻟﺘﺪرﻳﺐ‬،jO‫وأﺧ‬ ‫ﺳﻒ ﻟﻴﺴﺖ‬¤‫ وﻟﻜﻨﻬﺎ ﻟ‬،‫ة ﻣﺘﻌﻠﻘﺔ ﺑﺄﻣﻦ ﺷﺒﻜﺔ اﳌﻌﻠﻮﻣﺎت & اﳌﻨﻄﻘﺔ‬O‫ﺗﺪرﻳﺒﻴﺔ ﻛﺜ‬ ‫ﻫﻤﻴﺔ ﲟﻜﺎن ﺗﺄﺳﻴﺲ ﻣﻌﻬﺪ ﻣﺘﺨﺼﺺ ﺑﺄﻣﻦ‬:‫ ﻟﺬا ﻣﻦ ا‬.‫ﻋﻠﻰ اﳌﺴﺘﻮى اﳌﻄﻠﻮب‬ .‫ﻣﺎرات ﻳﻀﻢ ﺑﺮاﻣﺞ ﻗﻮﻳﺔ‬7‫اﻟﺸﺒﻜﺎت & دوﻟﺔ ا‬ ‫ ﻣﻦ اﳌﺒﺎدرات‬O‫ﻣﺎرات أﻃﻠﻘﺖ اﻟﻜﺜ‬7‫دوﻟﺔ ا‬ ‫اﻟﻬﺎﻣﺔ ﻣﻦ ﺧﻼل إﻗﺎﻣﺔ ﺎﻛﻢ ﻣﺘﺨﺼﺼﺔ‬ .‫ﻟﻜ|وﻧﻴﺔ‬7‫ﺗﻨﻈﺮ & اﳉﺮاﺋﻢ ا‬ The government or the private sector could fund it. The institute would test tools. So whenever you use a cyber security product or hardware or software or forensic tool that deals with security, the cyber security institute would be the place that does the testing in order to ensure the product does what it is supposed to do. We would rate tools so people would know how secure they are. And the institute could do more. Let’s say the government wants to implement a project – what steps does it take in order to make the right decisions? The cyber security institute would be the center that does the research for them. The third activity would be HR. I’ve noticed that in critical ﬁelds here – such as nuclear energy – a lot of cyber security experts are being hired. What measures are being taken to ensure that these people know their subject matter, that they have a high level of integrity? If you’re putting people in an area that’s critical, you have to make sure that they have a certain level of personal integrity, they don’t hack the system, and they don’t cheat or steal. So part of the institute’s job would be to ensure these things; to ensure, for instance, that a bank or governmental entity wishing to hire someone who deals with cyber security actually gets the right person. The fourth activity is education and training. I’ve noticed over the period I’ve been here that there are a lot of cyber security training programs being conducted by businesses in the region. But these courses are not very strong and are only centered on the product they market. It is critical for us to establish a cyber security institute in the UAE with good programs. 85 84 The UAE has taken very strong initiatives. It established courts to try cyber crimes. ‫اﻟﺪﻛﺘﻮر إﺑﺮاﻫﻴﻢ ﺑﺎﺟﻴﻠﻲ‬ ‫أﺳﺘﺎذ ﻣﺴﺎﻋﺪ & ﻛﻠﻴﺔ ﺗﻘﻨﻴﺔ اﳌﻌﻠﻮﻣﺎت‬ Ibrahim Baggili Assistant Professor in the College of Information Technology ‫اﻟﺨﻴﻮل ا*ﻣﺎراﺗﻴﺔ‬ ‫ﺳﻠﻌﺔ أﺻﻴــــــــــﻠﺔ ﻣﺘﻤـــــﺎﻳـــﺰة‬ ‫‪86‬‬ ‫‪A COMMODITY OF DISTINCTION‬‬ ‫‪THE ARABIAN HORSES IN THE UAE‬‬ ‫ﻣﺸـﺮوع ﺗﺨــــﺮج ﺣﺼــﺔ ﺑﻨﺖ ﺳﻠــﻄﺎن ﺑﻦ ﺧﻠﻴــﻔﺔ آل ﻧﻬـﻴﺎن‬ ‫ﺳﻼﻣﻴﺔ أن‬7‫ ﻓﻔﻲ ﺗﺨﺮﻳﺞ اﻟﺮواﻳﺔ ا‬.‫ﻟﻠﺨﻴﻞ اﻟﻌﺮﺑﻴﺔ ﻣﻨﺰﻟﺔ ﻋﺰﻳﺰة & ﻗﻠﻮب ﻓﺮﺳﺎﻧﻬﺎ‬ ‫اﳋﻴﻞ ﻠﻮﻗﺔ ﻣﻦ رﻳﺢ اﳉﻨﻮب و"ﻧﺴﻴﻢ اﳉﻨﺔ ﻳﻬﻤﺲ & أذﻧﻴﻬﺎ“ وﻫﻲ ﺗﺴﺄل اﻟﻛﺔ‬ ‫ وﺗُﺮﺟﻊ اﻟﻨ‬.‫ﳋ ّﻴﺎﻟﻬﺎ‬ ‫ وﻗﺪ ﻋﺮف‬،‫ أﻧﻪ أﻗﺪم وأﻋﺮق ﺳﻼﻻت اﳋﻴﻞ‬c‫ﱠﺴﺎﺑﺔ اﳉﻮاد اﻟﻌﺮﺑﻲ إ‬ ّ .‫وﺳﻂ‬:‫& اﻟﻘﺮن اﻟﺴﺎﺑﻊ اﳌﻴﻼدي ﺗﻘﻮﻳﺔ ﻟﺴﻼﻟﺘﻪ & ﺑﻠﺪان ﻣﻨﻄﻘﺔ اﻟﺸﺮق ا‬ ‫ﻟﻘﺪ ﺷﻬﺪت اﳉﺰﻳﺮة اﻟﻌﺮﺑﻴﺔ ﻣﻨﺬ آﻻف اﻟﺴﻨﲔ ﻋﻼﻗﺔ ﳑﻴﺰة ﺟﻤﻌﺖ اﳋﻴﻞ واﻟﺼﺤﺮاء‬ .‫ﻧﺴﺎن اﻟﻌﺮﺑﻲ‬7‫وا‬ ‫ول & أﻣﻮر اﻟﻘﺘﺎل‬:‫ ﻛﺎﻧﺖ اﳋﻴﻞ ﺗﺴﺘﺨﺪم & اﳌﻘﺎم ا‬،‫ﻣﺎرات اﳌﺘﺼﺎﳊﺔ‬7‫ﻓﻔﻲ ا‬ ‫ ﻛﺎﻧﺖ ﻟﻠﺨﻴﻞ‬،‫ ورﻏﻢ ﻣﻜﺎﻧﺔ اﳉﻤﻞ & ﺣﻴﺎة اﻟﺒﺪوي‬.‫ﳋﻔﺘﻬﺎ وﺳﺮﻋﺘﻬﺎ ﻣﻘﺎرﻧﺔ ﺑﺎﳉﻤﺎل‬ .‫ ﻟﻠﻨﺒﺎﻟﺔ واﳉﺎه‬j‫ﻣﺮﺗﺒﺔ ﻋﺰﻳﺰة ﺑﺎﻋﺘﺒﺎرﻫﺎ رﻣﺰ‬ ‫ إﳕﺎ ﻳﻌﻜﺲ‬،‫وﻣﻦ ﻫﻨﺎ ﻓﺎﻋﺘﺒﺎر اﳋﻴﻞ ”ﺳﻠﻌﺔ ﻣﺘﻤﺎﻳﺰة“ & ﺳﻮق اﻟﻌﺮض واﻟﻄﻠﺐ‬ ،‫ﻣﺎرات ﺑﺎﻗﺘﻨﺎء اﳋﻴﻮل‬7‫ وﻳﺒﲔ ﻟﻨﺎ ﺷﻐﻒ أﻫﻞ ا‬،‫ﺻﺤﺎﺑﻬﺎ‬: ‫اﳌﻜﺎﻧﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫واﺳﺘﻌﺪادﻫﻢ ﻟﺘﺨﺼﻴﺺ ﺟﺰء ﻃﺎﺋﻞ ﻣﻦ أﻣﻮاﻟﻬﻢ & ﺳﺒﻴﻞ اﻗﺘﻨﺎﺋﻬﺎ وﺗﺮﺑﻴﺘﻬﺎ & ﺑﻴﺌﺔ‬ ‫ﻟ|ﺳﺦ ﻫﺬا‬ ‫ وﺗﺄﺗﻲ ﻣﺰادات اﳋﻴﻮل اﳌﻘﺎﻣﺔ & اﻟﺪوﻟﺔ وﺧﺎرﺟﻬﺎ‬.‫ ﺳﻬﻠﺔ‬O‫ﺟﻐﺮاﻓﻴﺔ ﻏ‬ ّ ‫ وﻳﺒﻘﻰ أن اﻗﺘﻨﺎء‬.‫اﻟﺘﻮﺟﻪ ﻻﻋﺘﺒﺎر اﳋﻴﻞ ﺳﻠﻌﺔ ﺗﺨﻀﻊ ﻟﻘﺎﻧﻮن اﻟﺴﻮق ﺑﲔ ﺑﻴﻊ وﺷﺮاء‬ ‫اﳋﻴﻮل ﳝ ّﺜﻞ ﺗﺴﺎﺑﻘ وﺗﺰاﺣﻤ ﻳﻌﻜﺲ اﻟﺮﻓﺎﻫﻴﺔ وﻳﻜّ ﺮس اﳌﻜﺎﻧﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ اﻟﺮﻓﻴﻌﺔ‬ .‫ وﺷﻜﻞ ﻣﻦ أﺷﻜﺎل اﻻﺳﺘﻬﻼك اﻟﺒﺪﻳﻬﻴﺔ‬،‫ وﻫﻮ رﻣﺰ ﻟﻠﺴﻠﻄﺔ‬،‫ﻟﻠﻤﻘﺘﺪرﻳﻦ‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ‬7‫ﻗﺒﺎل اﳌﺘﺰاﻳﺪ ﻋﻠﻰ ﺳﺒﺎﻗﺎت اﳋﻴﻞ & دوﻟﺔ ا‬7‫وﻗﺪ ﻧﻌﺰو ﻇﺎﻫﺮة ا‬ ‫ﻧ~وﺑﻮﻟﻮﺟﻴﺎ‬:‫ وﻫﻮ ﻣﻦ ﻋﻠﻤﺎء ا‬،‫ﻧ~وﺑﻮﻟﻮﺟﻲ أرﺟﻮن أﺑﺎدوراي‬:‫ ﻣﺎ ﻳﺼﻔﻪ ا‬c‫اﳌﺘﺤﺪة إ‬ ‫اﳌﻌﺎﺻﺮﻳﻦ اﳌﺘﺨﺼﺼﲔ & اﻟﻌﻠﻮم اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﺜﻘﺎﻓﻴﺔ اﻟﺬﻳﻦ ﻳﺮوﺟﻮن ﳌﻔﻬﻮم‬ .“‫ و ”اﻟﺒﻄﻮﻻت ذات اﻟﻘﻴﻤﺔ اﻟﺴﻮﻗﻴﺔ‬،“‫”ﺗﺴﻠﻴﻊ اﻟﺜﻘﺎﻓﺔ‬ ‫وﻳﺤﺪد ”أﺑﺎدوراي“ ﻣﻔﻬﻮم‬ ّ ‫ ﺑﻌﻜﺲ اﳌﻌﻨﻰ اﳌﺎرﻛﺴﻲ اﻟﺬي ﻳﺤﺪد‬1 ‫ اﺟﺘﻤﺎﻋﻴ‬j‫ﺷﻴﺎء اﻟﺘﻲ ﲢﻤﻞ ﺑﻌﺪ‬:‫اﻟﺴﻠﻊ ”ﺑﺎ‬ ‫اﻟﺴﻠﻌﺔ ﺑﻮﺻﻔﻬﺎ اﳌﻨﺘﺠﺎت‬ ‫ ﺗﺪﺧﻞ اﳋﻴﻮل & إﻃﺎر اﻟﺴﻠﻊ‬،‫ وﻣﻦ ﻫﻨﺎ‬.‫اﳌﻌﺪة ﻟﻠﺘﺒﺎدل‬ ّ ‫ اﻟﺴﻠﻊ اﻻﺳﺘﻬﻼﻛﻴﺔ اﳌﻌﺮوﻓﺔ‬E‫ة & ﻋﺎ‬O‫اﻟﻜﻤﺎﻟﻴﺔ ﻟﻌﺪم ﻓﺎﺋﺪﺗﻬﺎ اﻟﺴﻮﻗﻴﺔ اﻟﻜﺒ‬ ‫ ﻓﻬﻲ ”اﻟﺴﻠﻊ اﻟﺮاﻗﻴﺔ اﶈﺼﻮرة “ ﻟﺒﻌﺪﻫﺎ ﻋﻦ ﻣﺘﻨﺎول ﻋﻤﻮم‬.‫& ﻋﺎﳌﻨﺎ اﳌﻌﺎﺻﺮ‬ .‫اﳌﺴﺘﻬﻠﻜﲔ‬ 89 .‫وﻣﻦ اﻟﺒﺪﻳﻬﻲ اﻋﺘﺒﺎر اﳋﻴﻮل ﺳﻠﻌ ﻟﻜﻮﻧﻬﺎ & اﳊﻘﻴﻘﺔ ﺗﻨﺪرج & ﺑﺎب اﻟﺸﺮاء واﻟﺒﻴﻊ‬ .‫وﻫﺬا ﻳﺘﻨﺎﺳﺐ ﲤﺎﻣ ﻣﻊ ﺗﻌﺮﻳﻒ ”أﺑﺎدوراي“ ﻟﻠﺴﻠﻊ ﻛﺄﺷﻴﺎء ﻗﺎﺑﻠﺔ ﻟﻠﺘﺒﺎدل واﻟﻌﺮض‬ ِ ‫ﻓﻜﻤﺎ ﺗ‬ & ‫ُﻜﺴﺐ اﳋﻴﻮل أﺻﺤﺎﺑﻬﺎ اﳉﻮاﺋﺰ واﳌﺎل ﻣﻦ ﺧﻼل اﳌﺸﺎرﻛﺔ اﻟﻨﺎﺟﺤﺔ‬ ‫ ﻛﺬﻟﻚ ﺗﻜﺴﺐ ﻫﺬه اﻟﺴﺒﺎﻗﺎت اﳋﻴﻮل ﻗﻴﻤﺘﻬﺎ وﺗﺘﻮج ﺳﻼﻻﺗﻬﺎ وأﻋﺮاﻗﻬﺎ‬،‫اﻟﺴﺒﺎﻗﺎت‬ 2 .‫ﻣﻦ ﺧﻼل اﻟﺮﺳﻮم اﻟﺘﻲ ﺗﻔﺮض ﻋﻠﻴﻬﺎ أو ﻣﻦ ﺧﻼل ﺑﻴﻊ ذرﻳﺘﻬﺎ‬ ً ‫ ﺗﻌﺪ وﺳﻴﻠﺔ‬E ‫ إﻻ أن اﳋﻴﻮل‬،‫ﻋﺎﻣﺔ ﻗﻴﻤﺔ ﻧﻔﻌﻴﺔ ﺑﺤﺪ ذاﺗﻬﺎ‬ ‫و& ﺣﲔ أن اﻟﺴﻠﻊ ﲢﻤﻞ‬ ‫ﺗﻬﺠﻦ وﺗﺴﺘﺨﺪم‬ ّ ‫ ﻓﻘﺪ ﺑﺎﺗﺖ‬.‫ﻟﻠﻨﻘﻞ ﻛﻤﺎ ﻛﺎن & ﻋﺼﻮر ﻣﺎ ﻗﺒﻞ اﻟﺜﻮرة اﻟﺼﻨﺎﻋﻴﺔ‬ ‫ ﺗﻌﺘ اﳋﻴﻮل اﻟﻴﻮم ”ﺳﻠﻌ‬،‫ ﻋﻦ ﻗﻴﻤﺘﻬﺎ اﻟﻨﻔﻌﻴﺔ‬j‫ وﺑﺎﻟﺘﺎ وﺑﻌﻴﺪ‬.‫ﻟﻠ|ﻓﻴﻪ واﻟﺘﺴﻠﻴﺔ‬ ‫ وﻫﻲ ﺳﻠﻊ ذات ﻣﺪﻟﻮﻻت ﺛﻘﺎﻓﻴﺔ ﺗﻌﻜﺲ اﳌﻜﺎﻧﺔ اﳌﺮﻣﻮﻗﺔ واﻟ~وة‬،“‫وﻗﺎرﻳﺔ‬ ‫ ﻓﻬﻲ ﻧﺎﺑﻌﺔ‬،‫ وأﻣﺎ ﻋﻦ اﳌﻜﺎﻧﺔ اﻟﺮﻓﻴﻌﺔ ﻟﻠﺨﻴﻮل & ﻣﻨﻄﻘﺔ اﳋﻠﻴﺞ اﻟﻌﺮﺑﻲ‬.‫ﺻﺤﺎﺑﻬﺎ‬: ‫ اﻟﺸﻴﻮخ )ﺷﻴﻮخ اﻟﻘﺒﺎﺋﻞ واﻟﺪول( واﻟﺘﺠﺎر‬c‫ وﺻﻮ ًﻻ إ‬،‫ﺳﻼﻣﻴﺔ‬7‫ﻣﻦ اﳉﺬور اﻟﺜﻘﺎﻓﻴﺔ وا‬ ‫ واﻟﻘﺎدرﻳﻦ وﺣﺪﻫﻢ ﻋﻠﻰ ﲢﻤﻞ ﻧﻔﻘﺎت ﺗﺮﺑﻴﺔ اﳋﻴﻮل‬،‫ﻣﻦ أﻋﻠﻰ اﻟﻄﺒﻘﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ‬ .‫ ﻟﻠﻨﺒﻞ واﻟﻔﺮوﺳﻴﺔ واﻟﺸﻬﺎﻣﺔ‬j‫ ﻟﻴﺼﺒﺢ اﳉﻮاد رﻣﺰ‬،‫& ﻇﻞ ﻇﺮوف ﻣﻨﺎﺧﻴﺔ ﻗﺎﺳﻴﺔ‬ “The Arabian Horse was created from the south wind, that the air of heaven is that which blows between the ears of a horse” ‫”اﻟﺨﻴﻞ ﻣﺨﻠﻮق ﻣﻦ رﻳﺢ اﻟﺠﻨﻮب‬ “‫وﻧﺴﻴﻢ اﻟﺠﻨﺔ ﻳﻬﻤﺲ ﻓﻲ أذﻧﻬﺎ‬ ‫ ﻟﺮﻛﻮب اﳌﻜﺎﻧﺔ‬j‫وﻫﻜﺬا ﺗﻮﺳﻌﺖ ”اﻟﺴﻠﻊ اﶈﺼﻮرة“ وﺻﺎر ﺷﺮاء اﳋﻴﻮل ﻣﻨﻔﺬ‬ & ‫ واﻛﺘﺴﺎب اﳌﻜﺎﻧﺔ اﻟﺮﻓﻴﻌﺔ‬،‫ﻋﻤﺎل‬:‫ اﳌﺎل وا‬E‫ وﻟﻮﻟﻮج ﻋﺎ‬،‫اﻻﺟﺘﻤﺎﻋﻴﺔ اﳌﺮﻣﻮﻗﺔ‬ ،‫ و& وﻗﺖ ﳝﺘﻠﻚ ﻓﻴﻪ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻨﺎس ﺳﻴﺎرات ﻓﺎﺧﺮة‬.‫ﺣﻠﺒﺎت ﺳﺒﺎﻗﺎت اﳋﻴﻮل‬ ‫ وﺳﻠﻌﺔ‬،‫ آﻣﻦ‬O‫ ﻏ‬j‫أﺻﺒﺢ اﻣﺘﻼك اﳋﻴﻮل & ﻇﻞ اﻟﻈﺮوف اﳌﺎﻟﻴﺔ اﳌﺘﻘﻠﺒﺔ اﺳﺘﺜﻤﺎر‬ .‫اﺳﺘﻬﻼﻛﻴﺔ ﻻ ﺗﺘﻮاﻓﺮ أﺳﻮاﻗﻬﺎ‬ ‫ ﺗﻨﺸﺄ & اﳌﻨﻄﻘﺔ‬E ‫ ﻟﻼﻫﺘﻤﺎم أن ﺗﺮﺑﻴﺔ اﳋﻴﻮل & ﺷﺒﻪ اﳉﺰﻳﺮة اﻟﻌﺮﺑﻴﺔ‬O‫وﻣﻦ اﳌﺜ‬ ‫ ﻓﺎرﺗﻔﺎع ﺷﻌﺒﻴﺔ ﺗﺮﺑﻴﺔ اﳋﻴﻮل‬.‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫اﻟﺘﻲ أﺿﺤﺖ ﻓﻴﻤﺎ ﺑﻌﺪ دوﻟﺔ ا‬ ‫ ﻳﺄﺗﻲ اﺳﺘﺠﺎﺑﺔ‬،“‫ وﺳﺎﺋﺮ ﻋﺮوض اﻟﻘﺪرة اﳋﺎﺻﺔ ﺑﻬﺎ ”ﺗﻘﻠﻴﺪ ﻣﺴﺘﺤﺪث‬،‫وﺳﺒﺎﻗﺎﺗﻬﺎ‬ .‫ﻟﺘﺤﺪﻳﺚ اﻟﺪوﻟﺔ ﻣﻦ أﺟﻞ اﳊﻔﺎظ ﻋﻠﻰ اﻟﺒﻨﻴﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﻬﻮﻳﺔ اﻟﺜﻘﺎﻓﻴﺔ اﻟﻔﺮﻳﺪة‬ ‫ﳒﻠﻴﺰﻳﺔ( ﻳﻮرد‬7‫ﺳﺮﻫﺎ وﺳﺤﺮﻫﺎ“ )ﻣﻨﺸﻮر ﺑﺎﻟﻠﻐﺔ ا‬ ّ ،‫ ﺗﺎرﻳﺨﻬﺎ‬:‫و& ﻛﺘﺎﺑﻪ ”اﳋﻴﻮل اﻟﻌﺮﺑﻴﺔ‬ ‫ﻛﺘﺎﺑﻪ‬ ‫ ﺻﺎدﻗﻲ & ﻣﺴﺘﻬﻞ‬O‫ﺣﺴﲔ أﻣ‬ ،‫ ﻃﻴﺐ ا ﺛﺮاه‬،‫ﻣﻘﺪﻣﺔ ﺑﻠﺴﺎن اﻟﺸﻴﺦ زاﻳﺪ‬ ّ The Arabian horse holds a special place in the hearts of its people. Within Islam it is believed that the Arabian was created from the south wind, that “the air of heaven is that which blows between the ears of a horse,” and that Arabian horses ask for blessings for their owners. The Arabian horse is thought to be the earliest pure breed of horse, developed in the 7th century in the countries of the Middle East. Horses in the Trucial States would have been used primarily for attacking other camps because of their speed and agility in comparison to camels. Although the camel was a more integral part of Bedouin life, the horse was traditionally more highly prized and regarded as being a symbol of wealth and nobility. Understanding the horse as a fetishized commodity that can be used to denote social signiﬁcance may help us understand why Emiratis are willing to assign a signiﬁcant amount of their resources to owning horses in a geographical location that is averse climatically to raising horses. The horse auctions within the United Arab Emirates and abroad stand as proof of the horse being viewed as a commodity. However, what remains to be understood is how much the owning of horses is a competition for prestige and a legitimization of social status and power and to what extent horse-owning is being used and viewed as a form of conspicuous consumption. The phenomenal increase in horse sports in the UAE over its short history may be attributed to what Arjun Appadurai, a contemporary social cultural anthropologist, refers to as the “commoditization of culture” and “tournaments of value.” Appadurai deﬁnes commodities as “things with a particular type of social potential,” not as products intended for exchange, the classic Marxian view. Horses would ﬁt within the sphere of luxury goods since they have little utility in the modern world; and they may further be classiﬁed as “enclaved commodities” because they are out of ﬁnancial reach to the majority of consumers. Horses must be regarded naturally as commodities because they are things that can be bought or sold. This ﬁts in with Appadurai’s deﬁnition of commodities as things that have potential exchangeability. Horses do, in fact, earn their owners prizes and money through successful participation in competitions, and race records earn horses their value within their pedigrees. That value can then be passed on through stud fees or through the sale of progeny. However, although commodities usually have some inherent utilitarian value, the horse is no longer a mode of transport as it was in preIndustrial times; horses today are bred and used for leisure and entertainment. Thus horses, superseding their utilitarian value, should be regarded as prestige items that are cultural signiﬁers of status and wealth. This social potential has evolved in the Arabian Gulf from cultural and Islamic roots that led to sheikhs (tribal and stately) and merchants of the higher classes initially being the only ones who could afford keeping horses in such a hot climate and virtually barren terrain. The horse became a potent symbol of nobility and chivalry. Formerly enclaved commodities, far out of reach of consumers, suddenly were no longer such unfeasible prospects for ownership. The horse was purchased in order to gain access to the same habitus as wealthier personages and perhaps further business interests. Armed with the material and ﬁnancial capacity, could readily enjoy 88 Sheikh Hamdan bin Rashid Al Maktoum goes on to say that he was taught to ride by his father, late Dubai Ruler Sheikh Rashid bin Saeed Al Maktoum. An idea that is repeated throughout the book is that riding, like falconry and hunting, were regarded as prerequisites to their upbringing, and, echoing Sheikh Zayed’s testimony, a recurrent theme emerges of their being able to ride “almost as soon as he/they could walk.” However, Sheikh Hamdan bin Rashid also writes that he believes his family’s passion for horses “was never simply about their iconic value.” His father taught him that “there was no creature so intelligent and noble as the horse.” Horse racing, much like camel racing, became formalized and provided work to handlers and use of the animals to owners. In the process of formalization and institutionalization comes historian Eric Hobsbawm’s invention of tradition. An anecdote in relation to this is that when Sheikh Mohammed bin Rashid Al Maktoum was asked by a reporter why the Arabs in general and he in particular enjoyed racing, Sheikh Mohammed stated “we invented it.” While oral history does indicate that Bedouins engaged in horse races of their own—it is unlikely that they did so in this part of the Arabian Peninsula where the ground is unsuitable and where people generally could not afford to own horses because of the subsistence way of life. In the promotion of these invented traditions, songs and video clips as well as regular newspaper photographs of the members of the ruling families on horseback capture people’s attentions and add fuel to ﬂames of imagination of historical continuity. The irony appears dramatically in the realm of show horses, which are bred for their looks and ‘type’. They have no purpose but to be led into show rings and to produce other show horses, thus highlighting the lack of utility and entertainment value. Yet it is this category of equestrian discipline which has huge amounts of money involved, perhaps once again illustrating Thorstein Veblen’s point that the conspicuous lack of purpose and output of an item or activity make it most honoriﬁc and reputable in today’s world. So, besides providing the means by which people can display their wealth, what else do horse-owning, horse-breeding and horse-racing give to the owners? The economic and social ability to be a part of the “inner circle” has deﬁnite advantages to those individuals who want to be associated with the highest rung on the social ladder, with the rulers and the ruling families. For the rulers the spectacle of horseracing and being “raised to the saddle,” as it were, conveys a sense of legitimacy; we are knightly, we have access to these wonderful creatures because we are rulers, we are blessed by God, we are the right people to be the rulers. The spectacle, the pomp, and the ritual displayed at horse races—national and emirate anthems, ﬂag-waving, the arrival of the sheikh and his retainers—all convey a sense of stability, of rightness, of keeping the status quo because this is the legitimate, honored ruler. The social anthropologist Mary Douglas ‫اﻟﺠﻮاد اﻟﻌﺮﺑﻲ رﻣﺰ ﻟﻠﻨﺒﺎﻟﺔ واﻟﻔﺮوﺳﻴﺔ واﻟﺸﻬﺎﻣــﺔ‬ The Arabian horse became a potent symbol of nobility and chivalry ‫ﻳﺆﻛﺪ ﻓﻴﻬﺎ ﻋﻠﻰ ”أن ﻣﻘﺎﺑﺮ اﳋﻴﻮل اﻟﺘﻲ وﺟﺪت & ﻣﻨﻄﻘﺔ ﻣﻠﻴﺤﺔ ﺑﺎﻟﺸﺎرﻗﺔ ﺑﺎﻟﻘﺮب‬ ‫اﳌﺸﺮﻓﺔ اﻟﺘﻲ ﻛﻨّﻬﺎ اﻟﻌﺮب‬ ‫ﺗﺪل ﻋﻠﻰ اﳌﻜﺎﻧﺔ‬ ّ ‫ﻣﻦ اﻟﺴﻔﻮح اﻟﻐﺮﺑﻴﺔ ﳉﺒﺎل اﳊﺠﺮ‬ ّ ،‫وﺟﺪه ﻟﻠﺨﻴﻞ‬ ّ ‫ وﻳﺘﺬﻛﺮ اﻟﺸﻴﺦ زاﻳﺪ اﳌﻜﺎﻧﺔ اﻟﻌﺰﻳﺰة اﻟﺘﻲ‬.‫ﻟﻠﺨﻴﻮل اﻟﻌﺮﺑﻴﺔ‬ ّ ‫ﺧﺼﻬﺎ واﻟﺪه‬ ‫ ﻣﻦ اﳋﻴﻮل‬180 ‫وﻛﻴﻒ أﻧﻪ & ﻋﺸﺮﻳﻨﺎت اﻟﻘﺮن اﳌﺎﺿﻲ اﻗﺘﻨﺖ ﻋﺎﺋﻠﺔ آل ﻧﻬﻴﺎن ﻧﺤﻮ‬ ‫ ﻓﻴﺼﻔﻬﺎ ﺑﺄﻧﻬﺎ‬،‫ وﻳﺴ|ﺳﻞ اﻟﺸﻴﺦ زاﻳﺪ & اﳊﺪﻳﺚ ﻋﻦ اﳋﻴﻞ‬.‫ﺑﲔ أﺑﻮ ﻇﺒﻲ واﻟﻌﲔ‬ ‫“ و& ﺷﻬﺮ‬.‫ رﻣﺰ اﻟﺮﻓﺎﻫﺔ واﻟﻌﺰ وﻣﺼﺪر ﻟﻠﻔﺨﺮ واﻟﺒﻬﺠﺔ‬،‫”اﻟﻜﻨﺰ & اﳊﺮب واﻟﺴﻠﻢ‬ ‫ ﻳﺨﻧﺎ اﻟﺸﻴﺦ زاﻳﺪ ﺑﻠﺴﺎﻧﻪ أﻧﻪ ”ﻣﻊ ﺑﺪاﻳﺎت ﻋﻬﺪ اﻟﻨﻬﻀﺔ‬،1998 ‫ﺳﺒﺘﻤ ﻣﻦ اﻟﻌﺎم‬ ‫ﺻﻴﻠﺔ ﻣﻦ ﻣﻨﻄﻘﺔ اﻟﺸﺮق‬:‫ﺧﺸﻴﺖ اﺧﺘﻔﺎء اﳋﻴﻮل اﻟﻌﺮﺑﻴﺔ اﻟﺼﺤﺮاوﻳﺔ ا‬ ،‫واﻻزدﻫﺎر‬ ُ ‫ أﺧﺬت ﻋﻠﻰ ﻋﺎﺗﻘﻲ ﻣﻬﻤﺔ ﺟﻤﻊ‬،‫ وﻋﻠﻰ اﻣﺘﺪاد اﻟﺴﻨﻮات اﻟﺜﻼﺛﲔ اﳌﺎﺿﻴﺔ‬.‫وﺳﻂ‬:‫ا‬ ‫؛ ﺧﻴﻮل راﺋﻌﺔ اﳉﻤﺎل رﺷﻴﻘﺔ & ﻋﺪوﻫﺎ‬E‫أﻧﻘﻰ ﺳﻼﻻت اﳋﻴﻮل ﻣﻦ ﺟﻤﻴﻊ أﻧﺤﺎء اﻟﻌﺎ‬ &‫ وﻫﺬه اﳋﻴﻮل ﻳﺠﺮي اﻟﻴﻮم ﺗﺮﺑﻴﺘﻬﺎ & أﺑﻮ ﻇﺒﻲ و‬.‫و& رﻛﻮب اﳌﺸﻘﺎت واﻟﺼﻌﺎب‬ .‫ﺟﻴﺎل اﻟﻘﺎدﻣﺔ‬¤‫ﺻﻴﻞ وﻻﺳﺘﻤﺮار ﺑﻘﺎﺋﻪ ﻟ‬:‫ﺣﻴﺎء اﻻﻫﺘﻤﺎم ﺑﺎﳉﻮاد اﻟﻌﺮﺑﻲ ا‬7 ‫اﻟﺼﺤﺮاء‬ ‫ي ﺑﺎﻟﻜﻼم ﻋﻦ اﻧﺘﻌﺎش واﺳﺘﻨﻬﺎض ﻟﺴﻼﻟﺔ اﳉﻮاد‬O‫واﻟﻴﻮم ﳝﻜﻨﻨﻲ اﳌﻔﺎﺧﺮة أﻧﺎ وﻏ‬ 3 .E‫ﺻﻴﻞ & ﺳﺎﺋﺮ أﻧﺤﺎء ﺷﺒﻪ اﳉﺰﻳﺮة اﻟﻌﺮﺑﻴﺔ وﺑﻘﻴﺔ اﻟﻌﺎ‬:‫اﻟﻌﺮﺑﻲ ا‬ ‫وﻻ ﻳﻔﺎﺟﺌﻨﺎ أﻳﻀ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم ﻋﻨﺪﻣﺎ ﻳﻔﺼﺢ‬ ‫ وﻻ ﻧﻨﺴﻰ أن اﻟﻘﺒﺎﺋﻞ اﻟﻌﺮﺑﻴﺔ‬: ‫ وﻫﻮ ﻳﺮدف ﻣﺘﺎﺑﻌ‬.“‫ﺑﺄن ”ﺣﺐ اﳋﻴﻞ ﻳﺠﺮي & ﻋﺮوﻗﻪ‬ ،‫ ﻓﻜﺎﻧﺖ ﺗﺴﺘﺨﺪﻣﻬﺎ ﻟﻠﺼﻴﺪ واﻟﻘﺘﺎل‬،‫ﻋﻤﻠﺖ ﻋﻠﻰ ﺗﺮﺑﻴﺔ اﳋﻴﻮل ﻟﻘﺮون ﻃﻮﻳﻠﺔ‬ ،‫ واﻣﺘﻄﺎء ﺻﻬﻮة اﳉﻮاد ﻳﻌﻨﻲ أﻛ~ ﻣﻦ _ﺮد اﳉﻠﻮس ﻋﻠﻴﻪ‬.‫ﻓﺎﳋﻴﻞ رﻣﺰ ﻟﺘﺎرﻳﺨﻨﺎ‬ ‫ أﺳﻄﻮرة‬،‫ ”آل ﻣﻜﺘﻮم‬: ‫ و& ﻣﻘﺪﻣﺔ ﻛﺘﺎب‬4.‫ﻓﻔﻲ اﻣﺘﻄﺎﺋﻪ ﻧﺒﻞ وﻓﺮوﺳﻴﺔ وﺷﻬﺎﻣﺔ‬ ‫ ﻳﺬﻛﺮ ﺻﺎﺣﺐ‬،(‫ﳒﻠﻴﺰي‬7‫“ )اﻟﻜﺘﺎب ﻣﻨﺸﻮر ﺑﺄﺻﻠﻪ ا‬Legend of the Turf /‫اﳉﻴﺎد‬ ‫ اﳌﻐﻔﻮر‬،‫اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺣﻤﺪان ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم أﻧﻪ ﺗﻌﻠّﻢ رﻛﻮب اﳊﻴﻞ ﻣﻦ واﻟﺪه‬ ‫ ﻛﻤﺎ اﻟﺼﻘﺎرة‬،‫أن ”رﻛﻮب اﳋﻴﻞ‬ ّ ‫ و‬.‫ ﺣﺎﻛﻢ دﺑﻲ‬،‫ﻟﻪ اﻟﺸﻴﺦ راﺷﺪ ﺑﻦ ﺳﻌﻴﺪ آل ﻣﻜﺘﻮم‬ ‫ ﻃﻴﺐ ا‬،‫“ وﻋﻠﻰ ﻏﺮار ﻣﺎ ﻛﺎن اﻟﺸﻴﺦ زاﻳﺪ‬.‫ رﻳﺎﺿﺎت أﺳﺎﺳﻴﺔ & ﺗﺮﺑﻴﺘﻬﻢ‬،‫واﻟﺼﻴﺪ‬ ‫ ﻳﻀﻴﻒ‬، 5‫ﻳﺮدد ﺑﺄﻧﻬﻢ ”ﻛﺎﻧﻮا ﻳﺒﺪؤون ﺗﻌﻠّﻢ رﻛﻮب اﳋﻴﻞ & أول ﻋﻬﺪﻫﻢ ﺑﺎﳌﺸﻲ‬ ّ ،‫ﺛﺮاه‬ ً ‫ﻧﺎﺑﻌﺄ ﻓﻘﻂ ﻣﻦ ﻏﻼة ﻗﻴﻤﺘﻬﺎ‬ ‫ ﻳﻜﻦ‬E ‫اﻟﺸﻴﺦ ﺣﻤﺪان & ﻛﺘﺎﺑﻪ“ أن ﻋﺸﻖ ﻋﺎﺋﻠﺘﻪ ﻟﻠﺨﻴﻮل‬ . 6 “‫ ”ﻣﺎ ﻣﻦ ﻠﻮق أﻛ~ ﺟﻤﺎ ًﻻ وﻧﺒ ًﻼ ﻣﻦ اﳋﻴﻞ‬،‫ وﻛﻤﺎ ﻋﻠّﻤﻪ واﻟﺪه‬،‫ﻋﻨﺪﻫﻢ وﻟﻜﻦ‬ ‫ ﻓﻜﺎﻧﺖ ﻣﻮرد رزق‬،‫ اﺗﺨﺬت ﺳﺒﺎﻗﺎت اﳋﻴﻮل ﻃﺎﺑﻌ رﺳﻤﻴ‬،‫وﻋﻠﻰ ﻏﺮار ﺳﺒﺎﻗﺎت اﻟﻬﺠﻦ‬ ‫ إرﻳﻚ ﻫﻮﺑﺰﺑﻮم ﻋﻦ اﺳﺘﺤﺪاث‬a‫ ﻳﺤﺪﺛﻨﺎ اﳌﺆرخ اﻟﻳﻄﺎ‬،‫ و& ﻫﺬا اﻟﺴﻴﺎق‬.‫ﺻﺤﺎﺑﻬﺎ‬: & ‫ اﻟﺬﻳﻦ ﻛﺎﻧﻮا‬،‫وي ﻟﻨﺎ ﻃﺮﻓﺔ ﻣﻌﺮوﻓﺔ ﻋﻨﺪﻣﺎ ﺑﺎدر أﺣﺪ اﻟﺼﺤﺎﻓﻴﲔ‬O‫ ﻓ‬،‫ﻫﺬا اﻟﺘﻘﻠﻴﺪ‬ ‫ وﺷﻐﻒ‬،‫ ﺑﺴﺆال ﻋﻦ ﺷﻐﻒ اﻟﻌﺮب‬،‫ﺻﺤﺒﺔ ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم‬ ‫ ”ﻧﺤﻦ‬: ‫رد اﻟﺸﻴﺦ ﻤﺪ ﻋﻠﻴﻪ ﺑﻜﻞ ﺑﺴﺎﻃﺔ‬ ّ ‫ ﻛﺎن‬،‫ ﺑﺴﺒﺎﻗﺎت اﳋﻴﻮل‬،‫ﺳﻤﻮه ﺧﺼﻮﺻ‬ 7 .“‫ﻣﻦ اﺧ|ﻋﻬﺎ‬ ‫ ﻓﻴﻪ اﻟﺘﺎرﻳﺦ اﻟﺸﻔﻮي اﳌﺘﻨﺎﻗﻞ ﺑﺄن اﻟﺒﺪو ﻛﺎﻧﻮا ﻳﻨﻈﻤﻮن ﺳﺒﺎﻗﺎت‬O‫و& وﻗﺖ ﻳﺸ‬ & ‫ إﻻ أﻧﻪ ﻣﻦ اﳌﺴﺘﺒﻌﺪ أﻧﻬﻢ ﻗﺎﻣﻮا ﺑﺘﻨﻈﻴﻢ ﻣﺜﻞ ﻫﺬه اﻟﺴﺒﺎﻗﺎت‬،‫اﳋﻴﻞ اﳋﺎﺻﺔ ﺑﻬﻢ‬ .‫ﻣﻨﻄﻘﺔ ﺷﺒﻪ اﳉﺰﻳﺮة اﻟﻌﺮﺑﻴﺔ ﺑﺴﺒﺐ ﻋﺪم ﻗﺪرة ﻏﺎﻟﺒﻴﺘﻬﻢ ﻋﻠﻰ اﻣﺘﻼك اﳋﻴﻞ‬ ،a‫ﻏﺎ‬:‫ وﺿﻌﺖ ا‬،‫ وﻧﻌﻨﻲ ﺳﺒﺎﻗﺎت اﳋﻴﻞ‬،‫و& ﻣﺼﺎﺣﺒﺔ ﻟﻬﺬا اﻟﺘﻘﻠﻴﺪ اﳌﺴﺘﺤﺪث‬ ‫ وﺗﺘﺪاﻓﻊ‬،‫ﻋﻼﻣﻴﺔ اﳌﺮﺋﻴﺔ واﳌﺴﻤﻮﻋﺔ واﳌﻘﺮوءة ﺗﺘﻨﺎﻗﻞ أﺧﺒﺎرﻫﺎ‬7‫وﺗﺰاﺣﻤﺖ اﻟﻘﻨﻮات ا‬ ‫ﻟﺒﺎب‬:‫ ﻟﺘﻨﺸﻐﻞ ا‬،‫ﻇﻬﺎر ﺻﻮر أﻓﺮاد اﻟﻌﺎﺋﻠﺔ اﳊﺎﻛﻤﺔ وﻫﻢ ﳝﺘﻄﻮن ﺻﻬﻮة ﺟﻴﺎدﻫﻢ‬7 .‫ﺟﺪاد واﺑﺎء‬:‫ﻳﺎم ﺧﻮا وﻟ|اث ا‬: ‫وﺗﻠﺘﻬﺐ اﻟﺬاﻛﺮة ﺣﻨﻴﻨ‬ ‫ وﺑﺎﺗﺖ‬.“‫واﳌﻔﺎرﻗﺔ & ﺳﺒﺎﻗﺎت اﳋﻴﻞ أن اﳋﻴﻮل ﺗﺮ ّﺑﻰ ﳊﺴﻦ ﺟﻤﺎﻟﻬﺎ و“ﺳﻼﻟﺘﻬﺎ‬ .‫وﻟ|وج ﻟﺴﺒﺎﻗﺎت اﺳﺘﻌﺮاﺿﻴﺔ ﺗﻠﻴﻬﺎ‬ ‫ ﺣﻠﺒﺎت اﻟﺴﺒﺎق ﺠﻤﻟﺮد ﺣﺐ اﻻﺳﺘﻌﺮاض‬c‫ﺗُﺴﺎق إ‬ ّ ‫ﻣﻮال اﻟﻄﺎﺋﻠﺔ & ﻣﺼﻠﺤﺘﻬﺎ ﻟ|ﺳﺦ اﻟﻔﻜﺮة‬:‫وأﺻﺒﺤﺖ اﻟﻔﺮوﺳﻴﺔ رﻳﺎﺿﺔ ﺗﺼﺐ ا‬ ،‫ اﻻﻗﺘﺼﺎد واﻻﺟﺘﻤﺎع ﻓﺒﻠﲔ ﺛﻮرﺛﺸﺘﺎﻳﻦ‬E‫ ﻛﻤﺎ ﻳﺼﻔﻬﺎ ﻋﺎ‬،‫اﻻﺳﺘﻌﺮاﺿﻴﺔ ﻣﻦ وراﺋﻬﺎ‬ “. ‫ اﻟﺸﻬﺮة‬c‫”ﺑﺎﺳﺘﻌﺮاﺿﺎت اﻟﺘﻔﺎﺧﺮ واﻟﺴﻌﻲ إ‬ ،‫وﻫﻜﺬا ﻣﻊ ﺗﻮﻓّ ﺮ اﻟﻮﺳﻴﻠﺔ اﻟﺘﻲ ﺗﺴﻤﺢ ﻟﻠﻄﺒﻘﺔ اﳌﻴﺴﻮرة ﺑﺎﺳﺘﻌﺮاض ﺛﺮواﺗﻬﺎ‬ ‫ﻳﺘﺴﺎءل اﳌﺮء ﻋﻦ اﻟﻐﺎﻳﺔ اﻟﺘﻲ ﻳﻄﻤﺢ إﻟﻴﻬﺎ أﻓﺮاد ﻫﺬه اﻟﻄﺒﻘﺔ ﻣﻦ اﻣﺘﻼك اﳋﻴﻞ‬ ‫ دﺧﻮل‬،‫ وذﻟﻚ ﻳﻌﻨﻲ ﺑﻜﻞ ﺑﺴﺎﻃﺔ‬،‫وﺗﺮﺑﻴﺘﻬﺎ وإﺷﺮاﻛﻬﺎ & ﺳﺒﺎﻗﺎت اﺳﺘﻌﺮاﺿﻴﺔ‬ & ‫اﻟﺴﻠﻢ اﻻﺟﺘﻤﺎﻋﻲ اﻟﺬي ﻳ|ﺑﻊ‬ ّ ‫”ﺣﻠﻘﺔ اﻟﻨﺨﺒﺔ“ اﻗﺘﺼﺎدﻳ واﺟﺘﻤﺎﻋﻴ وﺗﺴﻠّﻘﻬﻢ‬ the honor and prestige of the UAE community by competing in racing, endurance, or showing. The ﬂuctuating circumstances associated with owning living creatures make them a less reliable investment than a fancy car. The owners of horses thus combine conspicuous consumption with a greater element of risk. Much of the history of breeding horses in Arabia did not occur in the area that has become the United Arab Emirates. We might therefore regard the surge in popularity surrounding horses and breeding, racing, showing, and endurance as a newly “invented tradition” developed as a response to the modernization of the state in order to maintain social structures and a unique cultural identity. In an introduction to The Arabian Horse: History, Mystery and Magic Sheikh Zayed bin Sultan Al Nahyan agrees that the horse burials found in Mleiha, located in Sharjah near the western foothills of the Hajar Mountains, signify the honored place Arabians have within Arab culture. Sheikh Zayed reminisces how his father and grandfather valued horses and recalls that in the 1920’s the Al Nahyan family owned nearly 180 horses between Abu Dhabi and Al Ain. He classiﬁes the horse as “a treasured possession in war and peace, a measure of wealth, and ﬁnally a source of pride and joy.” In September 1998, he writes: “With the onset of development, I feared the disappearance from the Middle East of the true desert Arabian. Over the past thirty years, therefore, I have taken pains to collect horses of the best bloodlines from all over the world; horses of great beauty, of speed and of endurance. These are now being bred in Abu Dhabi and in the desert to stimulate a revival of interest within the region in the Asil Arabian and in its survival for future generations. I, and others, can now say with some satisfaction that there has been a renaissance in the fortunes of the asil breed throughout the Arabian Peninsula and the rest of the world”. It is no surprise, that Sheikh Mohammed bin Rashid Al Maktoum was quoted as saying that “a love for horses runs in my blood. Don’t forget that horses have been bred for centuries by Arab tribes, they were used for hunting and ﬁghting and they symbolize our history. Horse riding is more than merely sitting on a horse’s back. It is nobility and chivalry.” In fact, the foreword to The Maktoums: Legends of the Turf, 90 ،‫إن ﻟﻢ ﺗﺮﻋﻴﻨﺎك ﺳﻮى آﺛﺎر ﺣﻮاﻓﺮ اﻟﺨﻴﻞ‬ .‫ﺟﻤﺎل ﺧﺎﻟﺺ وﺣﻘﻴﻘﻲ‬ ‫ﻓﻘﺪ ﺧﻔﻲ ﻋﻨﻚ ﻣﺎ ﻓﻴﻪ ﻣﻦ‬ ٍ IF YOU HAVE SEEN NOTHING BUT THE BEAUTY OF THEIR MARKINGS AND THEIR LIMBS, A HORSE’S TRU BEAUTY IS HIDDEN FROM YOU. ‫ ﻓﺴﺒﺎﻗﺎت اﳋﻴﻞ‬،‫ ﺑﻴﺪ أن ﻟﻠﺤﻜّ ﺎم اﻋﺘﺒﺎرات أﺧﺮى‬.‫أﻋﻼه اﳊﻜّ ﺎم وﻋﺎﺋﻼﺗﻬﻢ‬ ‫وﺗﺮﺳﺦ ﺷﺮﻋﻴﺔ‬ ‫وارﺗﻘﺎء ”ﺻﻬﻮة اﳉﻮاد“ ﺗﻌﻜﺲ ﺻﻮرة اﻟﻔﺮﺳﺎن اﳋ ّﻴﺎﻟﺔ‬ ّ ‫ﺷﺨﺎص‬:‫ وﻫﻢ ا‬،‫ﻟﻬﻴﺔ‬7‫ ﻓﻬﻢ اﳊﻜّ ﺎم اﻟﺬﻳﻦ ﺣﻠّﺖ ﻋﻠﻴﻬﻢ اﻟﻛﺔ ا‬.‫وﻻﻳﺘﻬﻢ‬ ‫ اﻻﺳﺘﻌﺮاض‬c‫ ﻳﻜﻔﻲ أن ﻧﻨﻈﺮ إ‬.‫ﻳﺤﻖ ﻟﻬﻢ اﳊﻜﻢ واﻟﻮﻻﻳﺔ‬ ّ ‫اﳌﻨﺎﺳﺒﻮن اﻟﺬﻳﻦ‬ ‫ ﻣﻦ ﺻﺪح اﻟﻨﺸﻴﺪ اﻟﻮﻃﻨﻲ ورﻓﺮﻓﺔ‬،‫اﻟﻔﺨﻢ اﻟﺬي ﻳﺼﺎﺣﺐ ﺳﺒﺎﻗﺎت اﳋﻴﻞ‬ & ‫ﻟﺘ|ﺳﺦ‬ ،‫ وﺗﺘ ّﺒﻊ ﳊﻈﺎت وﺻﻮل اﻟﺸﻴﺦ وﺣﺎﺷﻴﺘﻪ‬،‫ﺷﺎﺎ‬ ‫اﻟﻌﻠﻢ‬ ّ ً . ‫ذﻫﺎن ﺻﻮرة أﺣﻘ ّﻴﺔ اﳊﺎﻛﻢ وﺷﺮﻋﻴﺔ ﺣﻜﻤﻪ‬:‫ا‬ ‫ اﻻﻗﺘﺼﺎد واﻻﺟﺘﻤﺎع‬E‫ﻧ~وﺑﻮﻟﻮﺟﻴﺎ ﻣﺎري دوﻏﻼس ﻣﻊ ﻋﺎ‬:‫وﺗﻠﺘﻘﻲ ﻋﺎﳌﺔ ا‬ ‫ﻣﺎﻛﺲ وﻳ & ﲢﺪﻳﺪ ﻣﻔﻬﻮم ﺗﺮﺳﻴﺦ ﺷﺮﻋ ّﻴﺔ اﳊﺎﻛﻢ ﻣﻦ ﺧﻼل ﺳﺒﺎﻗﺎت‬ ‫ﻣﺮ ﻳﻌﺘﻤﺪ ﻛﻠﻴ ﻋﻠﻰ أﻓﺮاد ﳝﻨﺤﻮن اﻟﺴﻠﻄﺔ ﻟﺸﺨﺺ‬:‫ ﻓﺘﻌﺘ أن ا‬،‫اﳋﻴﻞ‬ ‫ وﻣﺎ ﻳﺼﺎﺣﺐ ﻫﺬا اﳌﻨﺢ ﻣﻦ ﺗﻔﻮﻳﺾ ﻟﻠﺴﻠﻄﺔ وﺟﻤﻠﺔ‬،‫أو _ﻤﻮﻋﺔ ﻣﺎ‬ .‫ﻟ|ﺳﺦ ﺷﺮﻋﻴﺔ اﻟﺴﻠﻄﺔ اﻟﻘﺎﺋﻤﺔ‬ ‫اﻋﺘﺒﺎرات أﺧﺮى ﺗﺄﺗﻲ‬ ّ 93 ‫ﻓﻴﻌﻮل ﻋﻠﻰ ﻣﻔﻬﻮم‬ ،O‫ اﻻﺟﺘﻤﺎع اﻟﻔﺮﻧﺴﻲ اﻟﺸﻬ‬E‫ ﻋﺎ‬،‫ ﺑﻮردﻳﻮ‬O‫وأﻣﺎ ﺑﻴ‬ ّ .‫ﻓﺮاد‬:‫”اﻟﻬﺎﺑﻴﺘﻮس“ اﳌﺘﻤﺜﻞ ﺑﺎﻟﻘﻴﻢ اﳌﻜﺘﺴﺒﺔ ﻣﻦ ﻗﺒﻞ _ﻤﻮﻋﺎت ا‬ ‫ ﻟﺘﺼﺒﺢ ﳕﻮذﺟ ﻣﺘﻨﺎﻗ ًﻼ‬،‫وﺑﺎﻟﺘﺎ ﺗﻨﺪرج اﳋﻴﻮل & إﻃﺎر ﻫﺬا اﳌﻔﻬﻮم‬ ً ‫أﺳﻮة ﺑﺂﺑﺎﺋﻬﻢ‬ ‫ﺟﻴﺎل اﻟﺸﺎﺑﺔ ﻣﻦ اﻟﺸﻴﻮخ ودﺧﻮﻟﻬﻢ ﻣﻴﺎدﻳﻦ اﻟﺴﺒﺎق‬¤‫ﻟ‬ .‫وأﺟﺪادﻫﻢ‬ ‫ ﺷﺮاﺋﻪ‬c‫ﻳﻦ إ‬O‫وﻳﺒﻘﻰ اﻟﻘﻮل ﺑﺄن اﻋﺘﺒﺎر اﳋﻴﻞ ﻛﺮأﺳﻤﺎل رﻣﺰي ﻳﺪﻓﻊ ﺑﺎﻟﻜﺜ‬ ‫ ﻋﻦ أي وﺟﻪ ﻣﻦ وﺟﻮه اﻟﺘﻘﺪﻳﺮ ﻟﻬﺬه‬j‫وﺗﺪرﻳﺒﻪ ﻟﻴﺨﻮض ﺣﻠﺒﺎت اﻟﺴﺒﺎق ﺑﻌﻴﺪ‬ ‫ وﻣﻊ اﺳﺘﻤﺮار ﺷﻌﺒﻴﺔ‬.‫اﻟﺴﻠﻌﺔ اﳊ ّﻴﺔ اﻟﺘﻲ ﻟﻬﺎ اﳊﻖ & ﻋﻴﺸﺔ ﻛﺮﳝﺔ‬ ‫ﻓﻖ ﻣﺸﻜﻠﺔ ﺗﻔﺸﻲ‬:‫ ﺗﻠﻮح & ا‬،‫ﻣﺎرات‬7‫اﳋﻴﻮل وﺳﺒﺎﻗﺎﺗﻬﺎ & دوﻟﺔ ا‬ E‫اﻟﺒﻄﺎﻟﺔ & ﺻﻔﻮﻓﻬﺎ ﻣﻦ ﺣﻴﺚ ﻋﺪم ﺗﻮاﻓﺮ اﻟﻔﺮص ﻟﻬﺎ ﺑﺪﺧﻮﻟﻬﺎ ﻋﺎ‬ ‫ وﻗﺪ ﻧﻘﺒﻞ اﻟﻘﻮل ﺑﺘﺰاﻳﺪ ﺷﻌﺒﻴﺔ اﻣﺘﻼك‬.‫اﻟﺮﻳﺎﺿﺔ أو اﻟ|ﻓﻴﻪ واﻟﺘﺴﻠﻴﺔ‬ ‫ إﻻ أن‬،‫ﻣﺎراﺗﻴﲔ اﳌﺘﺄﺻﻞ ﻟﻬﺎ‬7‫ وﳊﺐ ا‬،‫اﳋﻴﻮل ﺑﺴﺒﺐ ﻗﻴﻤﺘﻬﺎ اﻟﺴﻮﻗﻴﺔ‬ ‫ ﻓﻬﻲ‬،‫دراﺳﺘﻲ وأﺑﺤﺎﺛﻲ ﺗﺒﲔ أن & اﳋﻴﻮل ﻣﺎ ﻳﺘﺠﺎوز ﺟﻤﺎﻟﻬﺎ ورﺷﺎﻗﺘﻬﺎ‬ ‫ ﻳﻜﻔﻲ أن‬O‫ وﻫﻮ ﺗﻔﺴ‬،‫ﺗﻘﻞ ﻓﺎﺋﺪﺗﻬﺎ اﻻﺳﺘﻬﻼﻛﻴﺔ‬ ّ ‫اﻟﺴﻠﻌﺔ اﻟﻜﻤﺎﻟﻴﺔ اﻟﺘﻲ‬ ‫ﻧﺴﻮﻗﻪ‬ .‫ﻣﺎراﺗﻴﺔ‬7‫ﻟﻨﻔﺴﺮ ﺗﺮ ّﺑﻊ اﳋﻴﻞ ﻋﻠﻰ ﻋﺮش اﻟﺮﻳﺎﺿﺎت ا‬ ّ .‫ﺻﻠﻴﺔ ﻟﺪواﻋﻲ اﻟﻨﺸﺮ‬0‫ﰎ اﺧﺘﺼﺎر اﳌﻘﺎﻟﺔ ا‬ ❉ affirms the concept of legitimacy espoused by Max Weber by explaining that it all depends on individuals granting authority to an individual or a group based on their social constructions of reality. Through compliance, in this case coupled with traditional and charismatic authority, comes the legitimization of authority and of domination. This eventually becomes habitual behaviour that becomes internalized by the populace, and as French sociologist Pierre Bourdieu notes, they come to “perceive, understand, appreciate and evaluate the social world” in much the same way. Horse sports become a habitus – a model disposition that gets reproduced, much in the same way that we see younger generations of sheikhs entering the equestrian scene in order to emulate their forefathers. Blinkered by this lens of perception is the constraint of thoughts and actions, but whereas Bourdieu believes it does not determine their very thoughts and actions, we ﬁnd something else. The horse as symbolic capital has led many to make purchases and send them off for training without fully appreciating the horse as an animate commodity that morally ought to have the right to a decent life. So although popularity of horses and racing continues to increase in the UAE, the problem of too many horses of no sporting or entertainment value is threatening to upset the balance. While we may accept some of that popularity on face value and so believe that Emiratis genuinely love horses, my research indicates that horses are about much more than horse-ﬂesh. The symbolic value of the horse as an expensive and luxurious commodity with little use-value may actually explain more about the popularity of the horse in the UAE than anything else. ❉ This article has been abridged from the original for the purposes of this publication. References 1 Arjun Appadurai, “Introduction: Commodities and the Politics of Value” in The Social Life of Things: Commodities in Cultural Perspective, ed. Arjun Appadurai, 6th ed. (Cambridge: Cambridge University Press, 2008), 6. 2 Donna Landry, Noble Brutes—How Eastern Horses Transformed English Culture (Baltimore: The Johns Hopkins University Press, 2008), 108-109. 3 Quoted in Peter Upton, The Arabian Horse: History, Mystery and Magic, ed. Hossein Amirsadeghi (London: Thames & Hudson Ltd, 2005), 8. 4 “The Equestrian - Sheikh Mohammed Bin Rashid Al Maktoum,” http://www.sheikhmohammed.ae/vgn-ext-templating/v/index.jsp?vgnextoid=eb0d5c1090cc 4110VgnVC M1000007064a8c0RCRD&searchKey=symbolize 5 The Maktoums - Legends of the Turf, 7th ed. (Dubai: Media Prima, 2006), 6 The Maktoums - Legends of the Turf, 7th ed. (Dubai: Media Prima, 2006), 7, 38, 223. 7 The Maktoums - Legends of the Turf, 7 8 Endurance - the Sport of Sheikhs (Dubai: Media Prima, 2003), 36. 9 Quoted in George Ritzer and Douglas J. Goodman, Sociological Theory, 6th ed. (New York: McGraw-Hill, 2004), 520. 92 95 99 The Farjam Collection exhibited at Dubai International Financial Center was a stunning display of personal taste and artistic perspicuity. Mr. Farjam, a brilliant collector and longtime patron and supporter of the arts, generously shared his diverse and inspiring collection to the wonderful beneﬁt of the Dubai community. The Farjam Collection is one of the most exquisite, privately owned art collections in the world today. The exceptional collection contains a wide range of works including Islamic and pre-Islamic art, contemporary Middle Eastern art, and international modern and contemporary art. The Islamic part of the collection contains items that are particularly impressive, with rare and valuable pieces spanning the entire history of Islam. Such is the diversity of the collection that there are endless opportunities to curate fresh exhibitions offering new perspectives. ‫ ﻗﻄﻌﺔ“ ﺿﻢ _ﻤﻮﻋﺔ ﻣﻦ اﻟﻘﻄﻊ اﻟﻔﻨﻴﺔ‬99 & ‫ﺳﻼﻣﻲ‬7‫ﻣﻌﺮض "ﻗﺼﺔ اﻟﻔﻦ ا‬ ‫ وﻋﻜﺴﺖ أﺷﻜﺎﻻ‬،‫اﻟﻔﺮﻳﺪة اﻟﺘﻲ ﻣﺜﻠﺖ ﻓ|ات ﺗﺎرﻳﺨﻴﺔ وﻣﻨﺎﻃﻖ ﺟﻐﺮاﻓﻴﺔ ﺘﻠﻔﺔ‬ ‫ ﺿﻤﺖ اﺠﻤﻟﻤﻮﻋﺔ ﻄﻮﻃﺎت‬.‫ﻟﻮان‬:‫ﺳﺎﻟﻴﺐ وا‬:‫ﺗﺘﺒﺎﻳﻦ & اﻟﺘﻘﻨﻴﺎت واﳌﻮاد وا‬ ‫وﻓﻨﻮﻧﺎ وﻣﺸﻐﻮﻻت ﻣﻌﺪﻧﻴﺔ وأﺳﻠﺤﺔ و_ﻮﻫﺮات وﻓﺴﻴﻔﺴﺎء وﻣﻨﺴﻮﺟﺎت‬ .‫وأﻋﻤﺎﻻ زﺟﺎﺟﻴﺔ ﻣﻦ اﻟﻘﺮن اﻟﺴﺎﺑﻊ اﳌﻴﻼدي‬ Mr. Farjam’s willingness to share his collection helped to dispel the perception that private collectors jealously guard their treasures and are unwilling to let other people learn from their collections. He is committed to providing his collection for educational purposes so that it helps youth in the UAE to access and understand art. Indeed it was thanks to that attitude that Zayed University was able to link up with the Farjam Collection and enable a group of students to undertake a remarkable project, namely, curating an exhibition of items from the Farjam collection. ، “‫وﻣﺜﻞ اﳌﻌﺮض ﺗﺘﻮﻳﺠ ﻟﺸﺮاﻛﺔ وﺛﻴﻘﺔ ﺑﲔ ﺟﺎﻣﻌﺔ زاﻳﺪ و "_ﻤﻮﻋﺔ ﻓﺮﺟﺎم‬ ‫اﻟﺪراﺳﺎت‬ ‫ﺑﺪأت ﻣﻨﺬ ﻓ|ة ﻃﻮﻳﻠﺔ ﺗﺨﻠﻠﻬﺎ ﺎﺿﺮات وﺣﻠﻘﺎت ﻋﻤﻞ & _ﺎل ﱢ‬ ‫ ورﻛﺰت ﻋﻠﻰ _ﻤﻮﻋﺔ ﻣﻘﺘﻨﻴﺎت اﻟﺪﻛﺘﻮر ﻓﺮﻫﺎد‬،‫اﳌﺘﺤﻔ ﱠﻴﺔ اﺨﻤﻟﺼﺼﺔ ﻟﻠﻄﻠﺒﺔ‬ .‫ﻓﺮﺟﺎم اﳌﻌﺮوﻓﺔ ﻋﻠﻰ ﻧﻄﺎق ﻋﺎﳌﻲ واﺳﻊ‬ ،‫ة ﺳﺒﻘﺖ ﺗﻨﻈﻴﻢ اﳌﻌﺮض وﺷﻤﻠﺖ ﺎﺿﺮات وورش ﻋﻤﻞ‬O‫اﺳﺘﻌﺪادات ﻛﺒ‬ ‫ﺳﻼﻣﻲ اﻟﻌﺮﻳﻖ ﻋ ﻣﺴﺎﺣﺎت ﺟﻐﺮاﻓﻴﺔ وزﻣﻨﻴﺔ‬7‫ﻟﺘﻌﺮﻳﻒ ﻃﻠﺒﺔ اﳉﺎﻣﻌﺔ ﺑﺎﻟﻔﻦ ا‬ ‫ وذﻟﻚ ﻗﺒﻞ أن ﻳﻘﻊ اﺧﺘﻴﺎر اﻟﻄﻼب ﻋﻠﻰ ﻣﻮﺿﻮﻋﲔ ﻣﺘﺼﻠﲔ ﻳﺘﻤﺜﻞ‬،‫واﺳﻌﺔ‬ ‫ﺳﻼﻣﻲ ﻋﻠﻰ‬7‫ﺑﺪاع اﻟﺘﻲ ﻟﻌﺒﺖ دورا ﻣﻬﻤﺎ & ﺗﻜﻮﻳﻦ اﻟﻔﻦ ا‬7‫أﺣﺪﻫﻤﺎ & روح ا‬ ‫ ﺗﻠﻚ اﻟﺘﺤﻒ ﻛﺄوﻋﻴﺔ إﳝﺎﻧﻴﺔ ﲢﻤﻞ‬c‫ & اﻟﻨﻈﺮ إ‬a‫ ﺑﻴﻨﻤﺎ ﲤﺜﻞ اﻟﺜﺎ‬،‫ﻣﺮ اﻟﻌﺼﻮر‬ ‫ ﻗﻄﻌﺔ ﻣﻦ‬99 & ‫ﺑﺪاﻋﺎت اﻟﻔﻨﻴﺔ اﻟﺘﻲ ﰎ ﲡﺴﻴﺪﻫﺎ‬7‫رﺳﺎﻟﺔ اﻟﺴﻤﺎء ﻋ ا‬ ‫ﺳﻼﻣﻲ‬7‫ و ّﺛﻖ ﻟﺘﻄﻮر ﺗﺎرﻳﺦ اﻟﻔﻦ ا‬،‫ ﻗﺪﻣﺖ & ﻣﻌﺮض ﻣﺘﻜﺎﻣﻞ‬،‫ﻣﻘﺘﻨﻴﺎت ﻓﺮﺟﺎم‬ .‫وأﺑﺮز اﳌﻮاﺿﻴﻊ اﻟﺘﻲ ﰎ اﺧﺘﻴﺎرﻫﺎ‬ The culmination of the students’ semester study, which included classes and workshops on museum activities, was an exhibition entitled “The Story of Islamic Art in 99 Objects.” The students chose to explore two connected themes: the cycle of patronage ‫ وﰎ رﺑﻂ اﳌﺪﻟﻮل‬،‫وﻗﺪ اﺳﺘﻮﺣﻲ اﺳﻢ اﳌﻌﺮض ﻣﻦ ﻋﺪد أﺳﻤﺎء ا اﳊﺴﻨﻰ‬ ‫ ﻓﻴﻤﺎ ﰎ‬،‫اﻟﺪﻳﻨﻲ ﻟﺬﻟﻚ اﻟﻌﺪد ﺑﺸﻜﻞ ﺑﺪﻳﻊ ﻣﻊ ﺳﺮد ﺗﺎرﻳﺨﻲ ﻟﻠﻮﺣﺎت اﳌﻌﺮوﺿﺔ‬ ‫ ﺑﻴﻨﻤﺎ‬،‫ﺳﺎﺳﻴﺔ‬:‫ول اﳌﻮاﺿﻴﻊ اﻟﺪﻳﻨﻴﺔ ا‬:‫ ﻗﺴﻤﲔ ﺗﻨﺎول ا‬c‫ﺗﻘﺴﻴﻢ اﳌﻌﺮض إ‬ ‫ ﻣﺜﻞ اﻟﻌﺜﻤﺎﻧﻴﺔ‬،‫ﻣاﻃﻮرﻳﺎت اﻟﻜى‬7‫ ﻋﻠﻰ اﻟﻘﻄﻊ اﻟﻔﻨﻴﺔ اﻟﺘﻲ أﺑﺪﻋﺘﻬﺎ ا‬a‫رﻛﺰ اﻟﺜﺎ‬ .‫واﻟﺼﻔﻮﻳﺔ‬ ‫ﻗﺮﺑﺔ ﻣﺎء ﻟﻠﺤﺠﺎج ﻣﻦ اﳌﻌﺪن اﳌﺬﻫﺐ‬ / ‫اﻟﻘﺮﻧﺎن اﻟﻌﺎﺷﺮ – اﳊﺎدي ﻋﺸﺮ ﻟﻠﻬﺠﺮة‬ ‫اﻟﺴﺎدس ﻋﺸﺮ – اﻟﺴﺎﺑﻊ ﻋﺸﺮ ﻣﻴﻼدي‬ ‫اﻟﻬﻨﺪ‬ ‫ﻣﺰﻫﺮﻳﺔ ﻧﺎدرة ﺳﻠﻴﻤﺔ ﲤﺎﻣ ذات أوﺟﻪ ﻣﻨﻘﻮﺷﺔ ﺗﻌﻮد ﳊﻘﺒﺔ‬ ‫ﺳﻼﻣﻲ‬7‫اﻟﺴﺎﺳﺎﻧﻴﲔ أو ﺑﺪاﻳﺎت اﻟﻌﺼﺮ ا‬ ‫ اﻟﺴﺎﺑﻊ ﻣﻴﻼدي‬/ ‫ول ﻟﻠﻬﺠﺮة‬:‫اﻟﻘﺮن ا‬ ‫آﺳﻴﺎ اﻟﻮﺳﻄﻰ‬ RARE AND INTACT SASANIAN OR EARLY ISLAMIC FACET-CUT VASE 1st century AH / 7th century AD Central Asia ‫ﺳﺘﺎرة ﻣﻦ ﻗ اﻟﻨﺒﻲ‬ ‫ ﻣﻴﻼدي‬1838 - 1808 / ‫ ﻫﺠﺮي‬1255 - 1223 ‫ﻣاﻃﻮرﻳﺔ اﻟﻌﺜﻤﺎﻧﻴﺔ‬7‫ا‬ IMPORTANT CURTAIN FROM THE TOMB OF THE PROPHET 1223-1255 AH / 1808-1838 AD Ottoman Empire GILT METAL PILGRIM FLASK 10-11th century AH / 16-17th century AD India 96 ‫وﻗﺪ ﺳﺎﻋﺪ اﻟﺘﻌﺎون اﻟﺒﻨﺎء ﺑﲔ ﺟﺎﻣﻌﺔ زاﻳﺪ و"_ﻤﻮﻋﺔ ﻓﺮﺟﺎم“ اﻟﻄﻼب ﻋﻠﻰ ﻓﻬﻢ‬ ،‫ﻋﻤﺎل اﻟﻔﻨﻴﺔ وﻛﻴﻔﻴﺔ رواﻳﺔ اﻟﻘﺼﺔ ﻣﻦ ﺧﻼل اﻟﻔﻦ‬:‫أﺳﺎﻟﻴﺐ اﳌﺮاﻗﺒﺔ وﻧﻘﺪ ا‬ ‫ﻓﻌﻜﺴﺖ ﻛﻞ ﻗﻄﻌﺔ ﰎ ﻋﺮﺿﻬﺎ ﻗﻴﻤﺔ ﻓﻨﻴﺔ وﺗﺎرﻳﺨﻴﺔ أﺑﺤﺮت ﺑﺰوار اﳌﻌﺮض‬ ‫ ﻟﺘﺘﻤﻜﻦ اﳌﻌﺮوﺿﺎت‬،‫ اﳊﻘﺒﺔ اﻟﺘﻲ ﺗﺸﻜﻠﺖ ﻓﻴﻬﺎ‬c‫& ﻋﻤﻖ اﻟﺘﺎرﻳﺦ وﻧﻘﻠﺘﻬﻢ إ‬ ‫_ﺘﻤﻌﺔ ﻣﻦ رواﻳﺔ ﻣﻠﺤﻤﺔ زﻣﺎﻧﻴﺔ وﻣﻜﺎﻧﻴﺔ أﻛﺴﺒﺖ اﳌﺸﺎﻫﺪ ﺧة وﻣﻌﺮﻓﺔ‬ .‫ﺛﺮﻳﺔ‬ ‫ ﻗﻄﻌﺔ“ ﻣﺮآة ﻟﻠﺜﻘﺎﻓﺔ‬99 & ‫ﺳﻼﻣﻲ‬7‫وﺑﻘﺪر ﻣﺎ ﺟﺴﺪ ﻣﻌﺮض ”ﻗﺼﺔ اﻟﻔﻦ ا‬ ‫ ﻓﺈﻧﻪ ﺷﻜﻞ & اﻟﻮﻗﺖ ذاﺗﻪ ﻧﺎﻓﺬة ﺗﻄﻞ ﻋﻠﻰ روح‬،‫وﺗﻌﺰﻳﺰا ﻟﻠﻘﻴﻢ واﳌﻌﺘﻘﺪات‬ ‫ﻣﺎراﺗﻴﺔ‬7‫ وﻋﻜﺴﺖ ﺑﺠﻼء اﻟﺜﻘﺎﻓﺔ ا‬،‫وﻋﻘﻞ ﻫﺬه اﻟﻜﻮﻛﺒﺔ ﻣﻦ اﻟﻄﻼب واﻟﻄﺎﻟﺒﺎت‬ & ‫ﺳﻼﻣﻲ واﻟﻔﺮص اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻔﺮﻳﺪة اﻟﺘﻲ ﺗﻮﻓﺮت ﻟﻬﻢ‬7‫واﻟ|اث واﻟﺘﺎرﻳﺦ ا‬ .‫رﺣﺎب ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫ﺳﻼﻣﻴﺔ ذات اﳌﻠﻜﻴﺔ اﳋﺎﺻﺔ‬7‫"_ﻤﻮﻋﺔ ﻓﺮﺟﺎم“ ﺗﻌﺪ ﻣﻦ أﻫﻢ ﻣﻘﺘﻨﻴﺎت اﻟﻔﻨﻮن ا‬ ‫ ﺗﻀﻢ اﺠﻤﻟﻤﻮﻋﺔ ﻧﺨﺒﺔ ﻣﻦ اﻟﻘﻄﻊ اﻟﻔﻨﻴﺔ اﻟﻔﺮﻳﺪة واﻟﻨﺎدرة‬.E‫ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﻌﺎ‬ ‫ وﺗﺸﻤﻞ أﻋﻤﺎ ًﻻ‬،‫ وﻣﻦ ﺛﻢ ﻋﻬﻮده اﳌﺘﻼﺣﻘﺔ‬،‫ﺳﻼم‬7‫ ﻣﺎ ﻗﺒﻞ ا‬c‫اﻟﺘﻲ ﺗﻌﻮد إ‬ ً ،‫ﻧﺪﻟﺴﻲ‬:‫ﺗﺎرﻳﺨﻴﺔ ﻣﻦ اﳌﻨﻄﻘﺔ اﻟﺸﺎﺳﻌﺔ اﳌﻤﺘﺪة ﺑﲔ إﺳﺒﺎﻧﻴﺎ & اﻟﻌﻬﺪ ا‬ ‫ ﻛﻤﺎ ﺗﻀﻢ أﻋﻤﺎﻻ ﻣﻦ اﻟﻔﻦ اﳌﻌﺎﺻﺮ & اﻟﺸﺮق‬،‫وإﻣاﻃﻮرﻳﺔ اﳌﻐﻮل & اﻟﻬﻨﺪ‬ .‫وﺳﻂ وأﻋﻤﺎﻻ ﻓﻨﻴﺔ ﻋﺎﳌﻴﺔ ﺣﺪﻳﺜﺔ‬:‫ا‬ the Quran, the religious signiﬁcance of this number beautifully tied together the narrative and themes of the show. The result was a professional and magniﬁcent exhibition. that has played such an important role in the making of Islamic art throughout the ages; and Islam that inspired artists to transform their creations into vessels of faith to carry God’s message. The collaborative efforts between the Farjam Collection and Zayed University helped students to understand the process of curating an exhibition, the methods for observation and critique of artwork, and the different ways of telling a story through art. They gained a new appreciation of art and the messages it may evoke. The students chose ninety-nine items from the Farjam Collection to form a cohesive exhibition documenting the development and rich history of Islamic art and highlighting their chosen themes. The student curators ranged widely through historical periods and geographical areas in bringing together different forms of art, techniques, styles, materials, and colors. They included manuscripts, calligraphy, metalwork, arms, jewelry, ceramics, textiles, and glasswork. One of the oldest items in the collection was an exceptional piece of glasswork from the seventh century. Having the opportunity to curate their own exhibition of items from a world-renowned collection is an incredible experience that few students have. The ZU students took full advantage of the opportunity and rose to the occasion. They cleverly presented the items so that they captivated the audience and transported it beyond beauty into the historical and cultural world of each work of art. Each object owned its place and had a story to tell. Together the ninety-nine items provided a cohesive experience for the viewer. While art is the mirror of the values and beliefs of a culture, art is also a window into the soul and mind of its curators. “The Story of Islamic Art in 99 Objects” is a reﬂection of the unmistakable and genuine pride and interest that these young Zayed University students have in Emirati culture and heritage, Islamic history, and the unique educational opportunities afforded to them. 99 As always when curating an exhibition of such diversity, the students gave much thought to the best ways to ensure that the collection had a cohesive and harmonious voice and provided an interesting dialogue between the works and the audience. The conceptual organization of the collection was a vital element. The student curators selected a breathtakingly beautiful tenthcentury Quran as the work from which all other objects emanated. The students divided the exhibition into two parts, core religious themes and Islamic empire of origin such as Ottoman, Parthian, and Safavid. The students worked closely together from start to ﬁnish and spared no effort to ensure the items were given the due respect they deserved. Even the title of the exhibition was carefully and thoughtfully chosen. As there are ninety-nine names for God in ‫ﻛﺘﺎب أدﻋﻴﺔ وأﺷﻌﺎر دﻳﻨﻴﺔ‬ ‫ اﻟﺜﺎﻣﻦ ﻋﺸﺮ ﻣﻴﻼدي‬/ ‫ ﻋﺸﺮ ﻟﻠﻬﺠﺮة‬a‫اﻟﻘﺮن اﻟﺜﺎ‬ ( ‫رﺟﺢ ﻣﻦ اﳌﻐﺮب‬:‫ﺷﻤﺎل أﻓﺮﻳﻘﻴﺎ ) ﻋﻠﻰ ا‬ BOOK OF PRAYERS AND RELIGIOUS POETRY 12th century AH / 18th century AD North Africa, probably Morocco ‫إﺳﻄﺮﻻب ﻧﺤﺎﺳﻲ‬ 1659 - 1658 / ‫ ﻫﺠﺮي‬1069 ‫ﻣﻴﻼدي‬ ‫اﻟﻬﻨﺪ‬ BRASS ASTROLABE AH 1069/ AD 1658-1659 India a‫دﺑﻮس ﻋﺎﺟﻲ ﻧﺎدر ﻣﻦ أواﺋﻞ اﻟﻌﻬﺪ اﻟﻌﺜﻤﺎ‬ ‫ ﻣﻴﻼدي‬1500 - 1470/ ‫ ﻫﺠﺮي‬906 - 875 ‫ﺣﻮا‬ ‫ﺗﺮﻛﻴﺎ‬ FINE AND RARE EARLY OTTOMAN IVORY PLAQUE Circa 875-906 AH / 1470-1500 AD Turkey 98 102 ⁄É©dG Gògh ..»æah ,ÉfCG Me, My Art .. and The World ‫اﻟﺘﻮﻏﻞ & ا‪:‬ﺳﺌﻠﺔ اﻟﺘﻲ أﻃﺮق ﺑﺎﺑﻬﺎ واﺳﺘﻜﺸﺎﻓﻬﺎ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻋﺪ‪ a‬ﻋﻠﻰ أن أﻓﻬﻢ‬ ‫ﻧﻔﺴﻲ وأﻓﻬﻢ اﻟﻨﺎس ﻣﻦ ﺣﻮ ﻋﻠﻰ ﻧﺤﻮ أﻓﻀﻞ‪ ،‬وأن أﻃﻮر أدواﺗﻲ وﺗﻘﻨﻴﺎﺗﻲ ﺑﻴﻨﻤﺎ‬ ‫أﺗﻘﺪم & ﻋﻤﻠﻴﺔ ا‪7‬ﺑﺪاع‪.‬‬ ‫وﻋﻨﺪﻣﺎ أﺟﺪ ﻧﻔﺴﻲ ﺑﺤﺎﺟﺔ إ‪ c‬اﳋﻮض & ﲡﺮﻳﺐ ﻣﻮاد أو ﺗﻘﻨﻴﺎت ﺟﺪﻳﺪة‪ ،‬أﺣﺎول إﻳﺠﺎد‬ ‫اﻟﺴﺒﻞ اﻟﺘﻲ ﺗﺴﺎﻋﺪ‪ a‬ﻋﻠﻰ ذﻟﻚ‪ .‬إﻧﻨﻲ أﺳﺎوي ﺑﲔ ﺣﺎﺟﺘﻲ ‪7‬ﺑﺪاع اﻟﻔﻦ وﺣﺎﺟﺘﻲ إ‪c‬‬ ‫اﻟﺘﻨﻔﺲ وﺗﻨﺎول اﻟﻄﻌﺎم‪@@.‬‬ ‫‪…òdG ,IôeÉ¨ŸÉH ¢SÉ°ùME’G ∂dP ‹ ¥hôj‬‬ ‫‪…hQCG »æ∏©éjh ,»æa ¬«dEG ÊòNCÉj‬‬ ‫‪»JÉYGóHEG ÈY IôeÉ¨ŸG √òg ¢ü°üb‬‬ ‫اﻟﻔﻦ ﺑﺎﻟﻨﺴﺒﺔ ﻫﻮ ﻃﺮﻳﻖ ﻟﻠﺘﻌﺒ‪ O‬ﻻ ﻟﻠﻬﺮوب‪ ..‬إذ أﺷﻌﺮ ﺑﺤﺎﺟﺔ ﻋﺎرﻣﺔ إ‪ c‬إﻃﻼق ﻧﻬﺮ‬ ‫ِ‬ ‫ﻋﺎت ﻣﻦ ا‪:‬ﻓﻜﺎر اﻟﺘﻲ ﺗﺘﺪﻓﻖ & أﻋﻤﺎﻗﻲ‪ .‬ﺑﺤﺎﺟﺔ إ‪ c‬أن ﻳﺸﺎرﻛﻨﻲ اﻟﻨﺎس ﻣﻜﺎﻧ أراه‬ ‫وﺣﺪي‪ ،‬وأن أﻋ ﻋﻦ أﻓﻜﺎري ﺑﻠﻐﺔ ﺑﺼﺮﻳﺔ‪ .‬وأﻣﻠﻲ ﻫﻮ ﻟﻴﺲ اﻻﺳﺘﻤﺮار & ا‪7‬ﺑﺪاع اﻟﻔﻨﻲ‬ ‫ﺠﻤﻟﺮد اﻻﺳﺘﻤﺮار‪ ،‬وإﳕﺎ إﺑﺪاع ﻓﻦ ﺟﺪﻳﺪ & ﻛﻞ ﻣﺮة‪.‬‬ ‫‪I like a sense of adventure‬‬ ‫‪and storytelling. I like the‬‬ ‫‪sense of adventure that my‬‬ ‫‪art brings to me‬‬ ‫‪need to breathe and eat. Art to me is a way of expression rather than‬‬ ‫‪an escape. There is a strong need in me to release the overwhelming‬‬ ‫‪stream of thoughts that ﬂow inside of me. A need to share a place‬‬ ‫‪only I see, and a need to express ideas in a visual language. My hope is‬‬ ‫‪not to just continue creating art, but to create better art each time.‬‬ ‫‪ Desert Soul‬روح اﻟﺼﺤﺮاء‬ ‫‪My Scan Work‬‬ ‫‪104‬‬ ‫‪Through my art I express my curiosity and wonder about life and the‬‬ ‫‪universe. I express my emotions and feelings, my subconscious and‬‬ ‫‪conscious experiences. I ﬁnd that there are many questions in my‬‬ ‫‪head that yearn for an answer. My art pieces are questions shown in a‬‬ ‫‪visual way, and are the feedback I obtain through exploring: the never‬‬ ‫‪ending depths of my mind, everything around me and the journey‬‬ ‫‪through life.‬‬ ‫‪Most people would say I am quiet and shy. I think I would be called‬‬ ‫‪an introvert. I communicate best through my art. I like a sense of‬‬ ‫‪adventure and storytelling. I like the sense of adventure that my art‬‬ ‫‪brings to me.‬‬ ‫‪I believe it is important to ﬁnd your own identity, to discover who‬‬ ‫‪you are. I ﬁnd that through my art, I can ask myself questions such‬‬ ‫‪as: who am I to the people I know? Several facets of my personality‬‬ ‫‪can be known to different people, but can one person ever know me‬‬ ‫‪completely? Can I ever know myself completely? Are we ever the‬‬ ‫‪same people, if we are constantly growing? These are the thoughts‬‬ ‫‪which underpin my work and all my drawings, paintings, scans or‬‬ ‫‪sculptures. They allow me to explore the questions that I ask and help‬‬ ‫‪me to understand myself and the people around me better. When I‬‬ ‫‪ﬁnd I need to experiment with new materials or techniques, I try to‬‬ ‫‪ﬁnd ways that work for me. I equate the need to create art with the‬‬ ‫إﻧﻨﻲ‪ ،‬ﻣﻦ ﺧﻼل ﻓﻨﻲ‪ ،‬أﺳﻮق ﺗﺴﺎؤﻻﺗﻲ وأﻋ ﻋﻦ ﺗﻌﻄﺸﻲ ﻟﻔﻬﻢ اﳊﻴﺎة واﻟﻌﺎ‪E‬‬ ‫واﻟﻜﻮن‪ ،‬ﻛﻤﺎ أﻓﺼﺢ ﻋﻤﺎ ﻳﺨﺘﻠﺞ ﺑﻘﻠﺒﻲ ﻣﻦ ﻋﻮاﻃﻒ وﻣﺸﺎﻋﺮ وأﺣﺎﺳﻴﺲ‪ ،‬وﻣﺎ أﻛﻮن ﻗﺪ‬ ‫ﺧَ َﺒﺮﺗُﻪ ﻣﻦ ﲡﺎرب واﻋﻴﺔ وﻏ‪ O‬واﻋﻴﺔ‪.‬‬ ‫إن رأﺳﻲ ﳝﻮج ﺑﺄﺳﺌﻠﺔ ﻛﺜ‪O‬ة أﺗﻮق إ‪ c‬اﻟﺘﻮﺻﻞ إ‪ c‬أﺟﻮﺑﺔ ﻋﻨﻬﺎ‪ .‬ﻓﺄﻋﻤﺎ اﻟﻔﻨﻴﺔ ﻫﻲ‬ ‫اﺣﺘﻤﺎﻻت ﻳﻘﲔ‪ ،‬أﺑﻠﻐﻪ ﻋﻦ ﻃﺮﻳﻖ اﺳﺘﻜﺸﺎف‬ ‫ﲟﺜﺎﺑﺔ "أﺳﺌﻠﺔ“ ﺗ|ى وﺗﺘﻮا‪ c‬ﺑﺼﺮﻳ‪ ،‬وﻫﻲ‬ ‫ُ‬ ‫أﻋﻤﺎق ﻻ ﻧﻬﺎﻳﺔ ﻟﻬﺎ & ﻋﻘﻠﻲ‪ ،‬و& ﻛﻞ ﺷﻲء ﺣﻮ‪ ،‬و& رﺣﻠﺘﻲ ﺧﻼل اﳊﻴﺎة‪.‬‬ ‫ﻣﻌﻈﻢ اﻟﻨﺎس ﻳﻘﻮﻟﻮن إﻧﻨﻲ ﻫﺎدﺋﺔ وﺧﺠﻮﻟﺔ‪ ،‬وأﻇﻦ أﻧﻬﻢ ﻳﺴﻤﻮﻧﻨﻲ "اﻧﻄﻮاﺋﻴﺔ“‪ .‬واﳊﻖ‬ ‫أﻧﻨﻲ أﻛﻮن & أﻓﻀﻞ ﺣﺎﻻت اﻟﺘﻮاﺻﻞ ﻣﻊ اﻟﻨﺎس ﻋﻨﺪﻣﺎ أﲢﺎور ﻣﻌﻬﻢ ﺑﻔﻨﻲ‪ ،‬ﻻ ﺑﺎﻟﻜﻼم‪.‬‬ ‫وﻳﺮوق ذﻟﻚ ا‪7‬ﺣﺴﺎس ﺑﺎﳌﻐﺎﻣﺮة‪ ،‬اﻟﺬي ﻳﺄﺧﺬ‪ a‬إﻟﻴﻪ ﻓﻨﻲ‪ ،‬وﻳﺠﻌﻠﻨﻲ أروي ﻗﺼﺺ‬ ‫ﻫﺬه اﳌﻐﺎﻣﺮة ﻋ إﺑﺪاﻋﺎﺗﻲ‪.‬‬ ‫أﻋﺘﻘﺪ أﻧﻪ ﻣﻦ ا‪:‬ﻫﻤﻴﺔ ﲟﻜﺎن أن ﺗﺒﺤﺚ ﻋﻦ اﻟﻬﻮﻳﺔ اﳋﺎﺻﺔ ﺑﻚ‪ ،‬ﻟﻜﻲ ﺗﻜﺘﺸﻒ ﻋﻠﻰ‬ ‫وﺟﻪ اﻟﻴﻘﲔ ﻣﻦ أﻧﺖ‪ .‬وأﻧﺎ أﺟﺪ‪ ،‬ﻣﻦ ﺧﻼل ﻓﻨﻲ‪ ،‬أﻧﻨﻲ أﺳﺘﻄﻴﻊ أن أﺳﺄل ﻧﻔﺴﻲ أﺳﺌﻠﺔ‬ ‫ﻣﺜﻞ‪ :‬ﺗُﺮى ﻣﻦ أﻛﻮن أﻧﺎ ﺑﺎﻟﻨﺴﺒﺔ إ‪ c‬اﻟﻨﺎس اﻟﺬﻳﻦ أﻋﺮﻓﻬﻢ؟‬ ‫ﻟﻌﻞ ﺛﻤﺔ ﺟﻮاﻧﺐ ﻣﻦ ﺷﺨﺼﻴﺘﻲ ﻣﻌﺮوﻓﺔ ‪:‬ﻧﺎس ﺘﻠﻔﲔ ﻣﻦ ﺣﻮ‪ ،‬وﻟﻜﻦ ﻫﻞ‬ ‫ﻟﺸﺨﺺ واﺣﺪ أن ﳝﺴﻚ ﲤﺎﻣﺎ ﲟﻔﺎﺗﻴﺢ ﻧﻔﺴﻲ؟ ﺑﻞ‪ ..‬ﻫﻞ ﲟﻘﺪوري أن أﺣﻴﻂ ﲤﺎﻣ‬ ‫ﺑﻨﻔﺴﻲ وأﻋﺮﻓﻬﺎ ﺑﺎﻟﻜُ ﻠﱢﻴﺔ؟ ﻫﻞ ﻧﺤﻦ داﺋﻤ ﻧﻔﺲ ا‪:‬ﺷﺨﺎص اﻟﺬﻳﻦ ﺗﻌ ﻋﻨﻬﻢ ﻛﻠﻤﺔ‬ ‫"ﻧﺤﻦ“‪ ،‬ﺧﺼﻮﺻﺎ إذا ﻛﻨﺎ & ﳕﻮ وﺻ‪O‬ورة و& ﲢﻮل داﺋﻢ وداﺋﺐ؟@‬ ‫ا‪d‬ﺑﺪاع ﻣﺮادف ﻟﻠﺤﻴﺎة‬ ‫ﻫﺬه ﻫﻲ ا‪:‬ﻓﻜﺎر اﻟﺘﻲ ﻳﺮﺗﻜﺰ ﻋﻠﻴﻬﺎ ﻋﻤﻠﻲ اﻟﻔﻨﻲ‪ ،‬ﺳﻮاء & رﺳﻮﻣﺎﺗﻲ أو & ﻟﻮﺣﺎﺗﻲ‬ ‫أو & ﻣﻨﺤﻮﺗﺎﺗﻲ أو & اﻟﺼﻮر اﻟﺘﻲ أﻧﺘﺠﻬﺎ ﺑﺘﻘﻨﻴﺔ اﳌﺴﺢ اﻟﻀﻮﺋﻲ‪ .‬إﻧﻬﺎ ﲤﻜﻨﻨﻲ ﻣﻦ‬ ‫@‬ ‫أ& ﻳﻘﻞ اﻟﻔﻴﻠﺴﻮف ا‪#‬ﻏﺮﻳﻘﻲ ﻫﻗﻠﻴﻄﺲ ﺑﻬﺬا اﳌﻌﻨﻰ ﻗﺒﻞ آﻻف اﻟﺴﻨﲔ ﻋﻨﺪﻣﺎ‬ ‫ﻛﺘﺐ‪" :‬أﻧﺖ ﻻ ﺗﻨﺰل إ‪ 7‬اﻟﻨﻬﺮ ﻣﺮﺗﲔ‪ ،‬وإﳕﺎ ﺗﻐﻤﺮك ﻣﻴﺎه ﺟﺪﻳﺪة ﺑﺎﺳﺘﻤﺮار“ !‬ ‫‪My work is usually based on my emotions, feelings and personal‬‬ ‫‪experiences. I enjoy photography, painting, drawing, digital art,‬‬ ‫‪illustration and currently exploring the world through a ﬂat bed‬‬ ‫‪scanner. The human ﬁgure has always been of interest to me, and this‬‬ ‫‪unusual way of looking at it, especially with the absence of depth of‬‬ ‫‪ﬁeld and 3D form, I have found to be like a form of documentation, as‬‬ ‫‪if the ﬁgure was a document.‬‬ ‫‪A ﬂat bed scanner is normally used for the reproduction of two‬‬‫‪dimensional images/documents or to make a copy from an original.‬‬ ‫‪In my pieces I have scanned ﬁgures in parts and then reconstructed‬‬ ‫‪the images digitally. The composite result is both an objective and‬‬ ‫‪mechanical record of the ﬁgures but the pose, body language and‬‬ ‫‪particular scan quality also include an emotional statement.‬‬ ‫‪I use several forms of artistic expression to complete my work‬‬ ‫‪integrating photography, scanography, illustration, and painting.‬‬ ‫‪When I am creating an art piece I usually think of using one primary‬‬ ‫‪medium. It could be any one of a number of techniques including‬‬ ‫‪drawing, painting or sculpture but then to also draw on other media,‬‬ ‫‪but these are often unconscious choices. Which medium I prefer to‬‬ ‫‪express myself in at any one time depends on my emotional state and‬‬ ‫‪my mood. I do like to experiment a lot with different techniques and‬‬ ‫‪ﬁnd something that works for me. Before I create a ﬁnal outcome, I‬‬ ‫ﲡﺮﺑﺘﻲ ‪ O‬اﻟﺘﺼﻮﻳﺮ ﺑﺎﳌﺴﺢ اﻟﻀﻮﺋﻲ‬ ‫ﻳﺴﺘﻨﺪ ﻋﻤﻠﻲ ﻋﺎدة إ‪ c‬ﻋﻮاﻃﻔﻲ وﻣﺸﺎﻋﺮي وﲡﺎرﺑﻲ اﻟﺸﺨﺼﻴﺔ‪ ،‬و& ﻫﺬا ا‪7‬ﻃﺎر‬ ‫أﺳﺘﻤﺘﻊ ﲟﺰاوﻟﺔ اﻟﺘﺼﻮﻳﺮ اﻟﻔﻮﺗﻮﻏﺮا& واﻟﺘﺼﻮﻳﺮ اﻟﺰﻳﺘﻲ واﻟﺮﺳﻢ واﻟﻔﻦ اﻟﺮﻗﻤﻲ‬ ‫واﻟﺮﺳﻢ اﻟﺘﻌﺒ‪O‬ي‪ ،‬وأﻗﻮم ﺣﺎﻟﻴﺎ ﺑﺎﺳﺘﻜﺸﺎف اﻟﻌﺎ‪ E‬ﻣﻦ ﺧﻼل اﳌﺎﺳﺤﺔ اﻟﻀﻮﺋﻴﺔ‬ ‫اﳌﺴﻄﺤﺔ ‪.Flat Bed Scanner‬‬ ‫ﻟﻘﺪ ﻛﺎن اﻟﻮﺟﻪ ادﻣﻲ ﻞ اﻫﺘﻤﺎم داﺋﻢ ﺑﺎﻟﻨﺴﺒﺔ ‪ ،‬وﻗﺪ ﻋ~ت ﻋﻠﻰ ﻫﺬه اﻟﻄﺮﻳﻘﺔ‬ ‫ﻏ‪ O‬اﳌﻌﺘﺎدة & اﻟﻨﻈﺮ إﻟﻴﻪ‪ ،‬وﺧﺼﻮﺻﺎ ﻣﻊ ﻏﻴﺎب اﻟﻌﻤﻖ اﻟﺬي ﻳﺠﺴﺪ اﻟﺒﻌﺪ اﻟﺜﺎﻟﺚ ﻟﻬﺬا‬ ‫اﻟﻮﺟﻪ ادﻣﻲ‪ .‬ﻟﻘﺪ وﺟﺪت ﻫﺬه اﻟﻄﺮﻳﻘﺔ ﲟﺜﺎﺑﺔ ﺷﻜﻞ ﻣﻦ أﺷﻜﺎل اﻟﺘﻮﺛﻴﻖ‪ ،‬أي ﻛﻤﺎ ﻟﻮ‬ ‫أن اﻟﺸﻜﻞ ﻫﻮ ﺑﺤﺪ ذاﺗﻪ وﺛﻴﻘﺔ‪.‬‬ ‫إن اﳌﺎﺳﺢ اﻟﻀﻮﺋﻲ اﳌﺴﻄﺢ ﻋﺎدة ﻣﺎ ﻳﺴﺘﺨﺪم ﻻﺳﺘﻨﺴﺎخ اﻟﺼﻮر‪ /‬اﻟﻮﺛﺎﺋﻖ ﺛﻨﺎﺋﻴﺔ‬ ‫ا‪:‬ﺑﻌﺎد‪ ،‬أو ﻻﺳﺘﺨﺮاج ﻧﺴﺨﺔ ﻣﻄﺎﺑﻘﺔ ‪:‬ﺻﻠﻬﺎ‪ .‬وﻗﺪ ﻗﻤﺖ & أﻋﻤﺎ ﺑﺈﻧﺘﺎج ﺻﻮر‬ ‫ﻣﺴﺤﻴﺔ ﻟﻮﺟﻮه ﻗﺴﻤﺘﻬﺎ إ‪ c‬أﺟﺰاء‪ ،‬ﺛﻢ أﻋﺪت ﺗﺮﻛﻴﺒﻬﺎ & ﺷﻜﻞ ﺻﻮر ﺑﻄﺮﻳﻘﺔ رﻗﻤﻴﺔ‪.‬‬ ‫إﻧﻨﻲ أﺳﺘﺨﺪم اﻟﻌﺪﻳﺪ ﻣﻦ أﺷﻜﺎل اﻟﺘﻌﺒ‪ O‬اﻟﻔﻨﻲ ﻻﺳﺘﻜﻤﺎل ﻋﻤﻠﻲ‪ ،‬ﺣﻴﺚ أدﻣﺞ &‬ ‫إﻫﺎب واﺣﺪ ﻛ ًﻼ ﻣﻦ اﻟﺘﺼﻮﻳﺮ اﻟﻔﻮﺗﻮﻏﺮا& واﻟﺘﺼﻮﻳﺮ ﺑﺎﺳﺘﺨﺪام اﳌﺎﺳﺤﺔ اﻟﻀﻮﺋﻴﺔ‬ ‫اﳌﺴﻄﺤﺔ‪ ،‬واﻟﺮﺳﻢ اﻟﺘﻌﺒ‪O‬ي واﻟﺘﺼﻮﻳﺮ اﻟﺰﻳﺘﻲ ﻣﻌ‪ .‬وﻋﻨﺪﻣﺎ أﺑﺪع ﻋﻤ ًﻼ ﻓﻨﻴ أﻓﻜﺮ‬ ‫ﻋﺎدة & اﺳﺘﺨﺪام وﺳﻴﻂ أو‪ ،‬ﻗﺪ ﻳﻜﻮن ﺗﻘﻨﻴﺔ ﻣﺎ ﺑﲔ ﻋﺪد ﻣﻦ اﻟﺘﻘﻨﻴﺎت اﻟﺘﻲ ﺗﺸﻤﻞ‬ ‫اﻟﺮﺳﻢ أو اﻟﺘﺼﻮﻳﺮ اﻟﺰﻳﺘﻲ أو اﻟﻨﺤﺖ‪ ،‬وﻟﻜﻨﻲ ﺑﻌﺪ ذﻟﻚ أﻗﻮم ﺑﺎﻟﺮﺳﻢ ﻋﻠﻰ وﺳﺎﺋﻂ أﺧﺮى‪.‬‬ ‫ﻋﻠﻰ أن ﻫﺬه اﳋﻴﺎرات ﻏﺎﻟﺒ ﻣﺎ ﺗﻜﻮن ﺧﻴﺎرات ﻻ واﻋﻴﺔ‪ .‬أﻣﺎ ﻋﻦ ﲢﺪﻳﺪ اﻟﻮﺳﻴﻂ اﻟﺬي‬ ‫أﻓﻀﻞ أن أﻋ ﻣﻦ ﺧﻼﻟﻪ ﻋﻦ ﻧﻔﺴﻲ & أي وﻗﺖ‪ ،‬ﻓﻬﺬا أﻣﺮ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺰاﺟﻲ‬ ‫وﺣﺎﻟﺘﻲ اﻟﻨﻔﺴﻴﺔ‪ .‬إﻧﻨﻲ أﺣﺐ أن أﺟﺮب اﻟﻜﺜ‪ O‬ﻣﻦ ﺘﻠﻒ اﻟﺘﻘﻨﻴﺎت‪ ،‬وأﻋ~ ﻣﻦ ﺑﻴﻨﻬﺎ ﻋﻠﻰ‬ ‫ﻣﺎ ﻳﻼﺋﻤﻨﻲ & ﻫﺬا اﻟﻌﻤﻞ اﻟﻔﻨﻲ أو ذاك‪ .‬وﻗﺒﻞ أن أﺿﻊ اﻟﻠﻤﺴﺔ اﻟﻨﻬﺎﺋﻴﺔ‪ ،‬أﺣﺎول داﺋﻤ‬ ‫أن أﺟﺮب أﻓﻜﺎر‪ j‬ﺟﺪﻳﺪة‪ .‬ﻗﺪ ﺗﻨﺠﺢ إﺣﺪى ﻫﺬه اﻟﻄﺮاﺋﻖ أو ﻏ‪O‬ﻫﺎ ﻣﻊ ﻫﺬا اﻟﻌﻤﻞ أو ذاك‪،‬‬ ‫وﻟﻜﻨﻨﻲ أﻋ~ ﻣﻦ ﺧﻼل ﻫﺬا اﻟﺘﺠﺮﻳﺐ ﻋﻠﻰ أﻓﻀﻞ ﻣﺎ ﻳﻼﺋﻤﻨﻲ ﻣﻦ أﺷﻜﺎل اﻟﺘﻌﺒ‪.O‬‬ ‫إﻧﻨﻲ أﺳﺘﻤﺘﻊ ﻛﺜ‪ jO‬ﺑﺎﺳﺘﺨﺪام وﺳﺎﺋﻂ ﺟﺪﻳﺪة & اﻟﺘﻌﺒ‪ O‬اﻟﻔﻨﻲ‪ ،‬ﺣﻴﺚ أﺣﺐ أن ﻳﻜﻮن‬ ‫ﲤﺎس ﻣﺒﺎﺷﺮ ﻣﻊ اﻟﺪﻫﺎﻧﺎت اﳋﺎم أو أﻗﻼم اﻟﺮﺻﺎص أو ﻗﻤﺎش اﻟﻠﻮﺣﺔ‪ .‬أﺷﻌﺮ‬ ‫ﻟﺪي‬ ‫ّ‬ ‫ّ‬ ‫ﺑﺼﻠﺔ وﺛﻴﻘﺔ ﻣﻊ ﻋﻤﻠﻲ اﻟﻔﻨﻲ إذا ﻛﺎﻧﺖ ﻳﺪاي & اﺗﺼﺎل ﻣﺒﺎﺷﺮ ﻣﻌﻪ‪ .‬و& اﻟﻮﻗﺖ‬ ‫ﻧﻔﺴﻪ ﻓﺈﻧﻨﻲ أﺟﺮب اﻟﺘﺼﻮﻳﺮ اﻟﻔﻮﺗﻮﻏﺮا& اﻟﺘﻘﻠﻴﺪي واﻟﺮﻗﻤﻲ‪ ،‬وأﺣﺐ اﻟﺘﻌﺒ‪O‬ات‬ ‫اﺨﻤﻟﺘﻠﻔﺔ اﻟﺘﻲ ﳝﻜﻦ أن ﺗﻨﺸﺄ ﻋﻦ ﻃﺮﻳﻖ اﺳﺘﺨﺪام أدوات ﺘﻠﻔﺔ‪ .‬و‪:‬ﻧﻨﻲ أﺣﺎول‬ ‫أن أﺟﺮب أدوات ﺘﻠﻔﺔ‪ ،‬ﻓﺈن ذﻟﻚ ﻳﺆدي‪ ،‬ﻓﻴﻤﺎ أﻋﺘﻘﺪ‪ ،‬إ‪ c‬ﺗﻨﻘﻞ ﺳﻠﺲ ﺑﲔ اﻟﻮﺳﺎﺋﻂ‬ ‫اﳌﺴﺘﺨﺪﻣﺔ‪ .‬أﻧﺎ & اﳊﻘﻴﻘﺔ ﻻ أﻓﻜﺮ & ا‪:‬ﻣﺮ‪ ..‬إﳕﺎ أﺳﺘﺨﺪم ﻓﺤﺴﺐ ا‪:‬دوات‬ ‫واﻟﻮﺳﺎﺋﻂ اﻟﺘﻲ أﺟﺪﻫﺎ رﻫﻦ ﺗﺼﺮ&‪ ،‬وأﺷﻌﺮ وﻛﺄﻧﻨﻲ أﺳﺘﺨﺪﻣﻬﺎ & ﳊﻈﺔ ا‪7‬ﺑﺪاع‬ ‫اﻟﻔﻨﻲ‪.‬‬ ‫زﻫﻮر ‪ O‬ﺣﺪﻳﻘﺘﻲ‬ ‫”زﻫﻮر & ﺣﺪﻳﻘﺘﻲ“ ﻫﻮ ﻣﻦ وﺣﻲ ﺟﻤﺎل اﳊﻴﺎة ورﻗﺘﻬﺎ وﻫﺸﺎﺷﺘﻬﺎ‪ .‬اﻟﺸﻜﻞ ﻏ‪O‬‬ ‫اﻟﺘﺎم ﻳﺮﻣﺰ إ‪ c‬اﻟﻔﺮاﻏﺎت وا‪7‬ﺧﻔﺎﻗﺎت اﻟﺘﻲ ﲡﻤﻊ ﻣﻌ آﻻﻣﻨﺎ وﺷﻌﻮرﻧﺎ ﺑﺈﻧﺴﺎﻧﻴﺘﻨﺎ‪ ،‬ﲟﻌﻨﻰ‬ ‫أﻧﻨﺎ ﻧﺤﺘﺎج إ‪ c‬اﻻﻛﺘﻤﺎل ﻟﻜﻲ ﻧﻜﻮن ﻗﺎدرﻳﻦ ﻋﻠﻰ اﻟﻄ‪O‬ان‪ ،‬ﲤﺎﻣ ﻣﺜﻞ اﻟﻄﺎﺋﺮات اﻟﻮرﻗﻴﺔ‬ ‫@@ﻟﻌﻞ ﻫﺬا ﻫﻮ اﳌﻌﻨﻰ ﻧﻔﺴﻪ اﻟﺬي ﻋ‪ E‬ﻋﻨﻪ اﻟﺸﺎﻋﺮ اﻟﻨﻤﺴﻮي اﻟﻜﺒ راﻳ‪ B‬رﻳﻠﻜﻪ )‪(1926 - 1875‬‬ ‫ﻋﻨﺪﻣﺎ ﺳﺌﻞ‪" :‬ﻣﺘﻰ ﺗﻜﺘﺐ اﻟﻘﺼﻴﺪة“ ؟ ﻓﺄﺟﺎب‪" :‬ﻋﻨﺪﻣﺎ أﺷﻌﺮ أﻧﻨﻲ ﺳﺄﻣﻮت‪ ..‬إن & أﻓﻌﻞ“‪.‬‬ ‫‪105‬‬ GPEG »æØdG »∏ªY ™e á≤«Kh á∏°üH ô©°TCG ¬©e ô°TÉÑe ∫É°üJG ‘ …Gój âfÉc I feel a close connection to the art piece if my hands have directly come into contact with it ‫ﻨﺖ & ﻫﺬا اﻟﻌﻤﻞ ﻗﻼدة ﻣﻦ‬ ُ ‫ ﻓﻘﺪ َﺿ ّﻤ‬،‫ﻋﻤﺎل اﻟﺘﻲ أﳒﺰﻫﺎ‬:‫أن ُأ َﺿ ﱢﻤﻦ ﻧﻔﺴﻲ & ا‬ ‫ وﻫﻲ أﻳﻀﺎ ﺗﺮﺗﺪي‬،‫ إن اﻟﻔﺘﺎة ﻫﻨﺎ ﲤﺴﻚ ﺑﺎﻟﻘﻼدة & ﻳﺪﻫﺎ‬.‫اﻟﻔﻀﺔ ﺻﻨﻌﺘﻬﺎ ﺑﻨﻔﺴﻲ‬ .‫ﻣﻼﺑﺴﻲ‬ َ j‫ﺰت ﺻﻮر‬ ُ َ‫ وﻗﺪ أﳒ‬.A4 ‫إﻧﻨﻲ أﺳﺘﺨﺪم & أﻋﻤﺎ ﻣﺎﺳﺤ ﺿﻮﺋﻴ ﻣﺴﻄﺤ ﺑﺤﺠﻢ‬ ‫ ﺛﻢ أﻋﺪت ﺗﺮﻛﻴﺒﻬﺎ رﻗﻤﻴ ﻣﻦ ﺧﻼل ﺑﺮﻧﺎﻣﺞ‬،‫ﺑﺘﻘﻨﻴﺔ اﳌﺴﺢ اﻟﻀﻮﺋﻲ ﺑﺸﻜﻞ ﻓﺮدي‬ ‫ وآﻣﻞ أن أﻛﻮن ﻗﺎدرة‬،O‫ ﺣﺪ ﻛﺒ‬c‫ وأﺷﻌﺮ أﻧﻨﻲ أﺳﺘﻤﺘﻊ ﺑﻬﺬه اﻟﻌﻤﻠﻴﺔ إ‬،“‫”اﻟﻔﻮﺗﻮﺷﻮب‬ .‫ﻋﻠﻰ ﺗﺼﻮﻳﺮ ﻓﻴﺪﻳﻮ ﺑﻬﺬه اﻟﻄﺮﻳﻘﺔ ذات ﻳﻮم‬ 107 ‫ وﻟﻠﻮﺟﻮه‬،‫ﻗﺪام‬:‫ﻳﺎدي وا‬¤‫ ﻓﻘﺪ ﺑﺪأت أﺟﺮي أول ﻣﺴﺢ ﺗﺼﻮﻳﺮي ﻟ‬،2006 ‫ ﻋﺎم‬c‫ إ‬j‫وﻋﻮد‬ ‫ ﻛﻨﺖ ﻣﺸﺎرﻛﺔ & ورﺷﺔ ﻟﻠﺘﺼﻮﻳﺮ‬،2009 ‫ و& وﻗﺖ ﻻﺣﻖ ﻣﻦ ﻋﺎم‬.‫ﺣﻴﺎن‬:‫& ﺑﻌﺾ ا‬ ‫ِﺐ ﻣﻨﻲ أن أﺑﺪع ﺻﻮرة ﺷﺨﺼﻴﺔ‬ ُ ،“‫اﻟﻔﻮﺗﻮﻏﺮا& ﻋﻘﺪت & ﺻﺎﻟﺔ ﻋﺮض "ﺗﺸﻜﻴﻞ‬ َ ‫وﻃﻠ‬ ‫ وﻛﺎن اﳋﻴﺎر اﻟﻮﺣﻴﺪ اﳌﺘﺎح أﻣﺎﻣﻲ‬،‫ا اﳋﺎﺻﺔ ﺑﻲ ﻣﻜﺴﻮرة‬O‫ وﻗﺘﻬﺎ ﻛﺎﻧﺖ اﻟﻜﺎﻣ‬.‫ﻟﻨﻔﺴﻲ‬ ‫ ﻛﻴﻒ ﳝﻜﻦ أن اﻟﺘﻘﻂ ﺻﻮرة ﻟﻨﻔﺴﻲ ﻣﻦ ﺧﻼل‬:‫ ﺳﺄﻟﺖ ﻧﻔﺴﻲ‬.‫ﻫﻮ اﳌﺎﺳﺢ اﻟﻀﻮﺋﻲ‬ & ‫اﳌﺎﺳﺢ اﻟﻀﻮﺋﻲ؟ اﻟﺸﻲء اﻟﻮاﺿﺢ اﻟﻮﺣﻴﺪ ﻫﻮ أن أﻗﻮم ﲟﺴﺢ ﺗﺼﻮﻳﺮي ﻟﻨﻔﺴﻲ‬ .‫ وﻫﻜﺬا ﻛﺎﻧﺖ اﻟﺒﺪاﻳﺔ‬..‫أﺟﺰاء‬ ‫ ﺎورات‬..‫أﻋﻤﺎ اﻟﻔﻨﻴﺔ‬ ،‫ اﻟﻠﻮﺣﺎت‬c‫ ﻓﺄﻧﺎ أﲢﺪث إ‬،‫ أﺷﻌﺮ ﺑﺄن أﻋﻤﺎ اﻟﻔﻨﻴﺔ أﺷﺒﻪ ﻣﺎ ﺗﻜﻮن ﲟﺤﺎدﺛﺎت‬، ‫ﻛﻔﻨﺎﻧﺔ‬ .‫ اﻟﺘﻲ ﻳﺮاﻫﺎ اﻟﻨﺎس & أﻋﻤﺎ‬a‫ أﺣﻴﺎﻧ أﺗﻌﺠﺐ ﻣﻦ اﳌﺸﺎﻋﺮ أو اﳌﻌﺎ‬.ّ‫وﻫﻲ ﺗﺘﺤﺪث إ‬ ،‫ ﻗﻨﺎﻋﺔ ﺑﺄن ﻛﻞ ُﻣﺸﺎﻫﺪ ﻳﺸﻌﺮ ﺑﺄن ﻫﻨﺎك ﺗﻮاﺻ ًﻼ ﺑﻴﻨﻪ وﺑﲔ أﺣﺪ أﻋﻤﺎ‬c‫وﻗﺪ ﺗﻮﺻﻠﺖ إ‬ ‫ﻣﺮ اﻟﺬي ﻳﻌﻜﺲ اﻟﺘﺠﺎرب اﻟﺘﻲ ﻳﺴﺘﺤﻀﺮﻫﺎ‬:‫ ا‬،‫ﻳﻜﻮن ﺣﻘ ﻣﻨﺨﺮﻃﺎ & ﺣﻮار ﻣﻌﻪ‬ ‫ وﻗﺪ ﻻ ﺗﻜﻮن ﺑﺎﻟﻀﺮورة ﻫﻲ اﻟﺘﺠﺎرب ﻧﻔﺴﻬﺎ اﻟﺘﻲ‬،‫ ذﻟﻚ اﳊﻮار‬c‫اﻟُﻤﺸﺎﻫﺪ إ‬ .‫ ﻋﻤﻠﻪ‬c‫ﻳﺴﺘﺤﻀﺮﻫﺎ اﻟﻔﻨﺎن إ‬ ‫ﻳﺔ‬O‫ وﻫﻲ أﺛ‬،‫ ﻓﻀﺎء ﺻﺎﻣﺖ‬c‫ إ‬a‫إن اﻟﺼﻮر اﻟﺘﻲ أﳒﺰﻫﺎ ﺑﺘﻘﻨﻴﺔ اﳌﺴﺢ اﻟﻀﻮﺋﻲ ﺗﺄﺧﺬ‬ ِ ‫ ورﲟﺎ ﺗ‬.‫ﲤﺎﻣ ﻣﻦ ﺣﻴﺚ اﻟﻜﻴﻔﻴﺔ‬ ‫ُﻈﻬﺮ ﻛﻴﻒ ﳝﻜﻦ ﻟﻠﻤﺮء أن ﻳﺘﺴﺎﻣﻰ & وﺟﻮد ﻟﻄﻴﻒ‬ .‫ﻋﻨﺪﻣﺎ ﻳﺤﺘﺎج ذﻟﻚ‬ 2010-10 ‫اﳌﺼﺐ‬ ِ ‫ ُﻳ‬،“2010-10 ‫ﻫﺬا اﻟﻌﻤﻞ "اﳌﺼﺐ‬ ‫ ﺛﻤﺔ ﻫﻨﺎ‬.‫ﻈﻬﺮ اﻟﺘﻮأﻣﺎن وﻗﺪ ﺗﻮﺣﺪا & اﻟﻮﺟﻮد‬ ‫ أﻓﻜﺎرﻫﻤﺎ ﺗﺘﻀﺎﻓﺮ وﺗﺘﻌﺎﻧﻖ ﲢﺖ‬.‫ﺟﺴﺪان ﻣﻨﻔﺼﻼن ﺑﻴﻨﻤﺎ ﻳﺘﺸﺎرﻛﺎن روﺣ واﺣﺪة‬ .‫ ﻓﺘﺨﻠﻖ ﺷﻜ ًﻼ داﺋﺮﻳ ﻫﻮ رﻣﺰ اﳋﻠﻮد واﻟﻮﺣﺪاﻧﻴﺔ‬،‫ﻗﻄﻌﺔ ﻗﻤﺎش واﻗﻴﺔ ﲢﻮﻃﻬﻤﺎ‬ .‫ اﻟﺸﺠﺮة‬c‫ ﺗﺄﺧﺬ ﺟﻤﻴﻌﻬﺎ اﻟﻌﲔ إ‬،‫ أﺳﻔﻞ‬c‫إن ﻃﻴﺎت اﻟﻨﺴﻴﺞ واﻟﻮﺟﻮه اﻟﻨﺎﻇﺮة إ‬ ‫ إﻧﻬﺎ ﺗﺒﺪو وﻛﺄﻧﻬﺎ ﺷﻜﻠﺖ ﺗﺎﺟ‬.‫ ﻓﻜﺬﻟﻚ ﺗﻔﻌﻞ اﻟﺸﺠﺮة‬،‫ اﳌﺄوى‬c‫وﻣﺜﻠﻤﺎ ﻳﺮﻣﺰ اﳊﺠﺎب إ‬ ،‫ﻣﻌﺎ‬ ‫ واﻟﺸﻘﻴﻘﺘﺎن & اﻟﻠﻮﺣﺔ ﺗﺘﻌﺎﻧﻘﺎن ﻓﻴﻤﺎ ﻫﻤﺎ ﺗﻜان‬،‫ ﻣﻦ ﻧﻈﺎﻣﲔ ﺟﺬرﻳﲔ‬j‫واﺣﺪ‬ ً &‫ و‬.‫ ﳑﺎ ﻳﺸﻲ ﺑﺮﺑﺎط اﳌﺴﺆوﻟﻴﺔ اﻟﻮﺛﻴﻖ‬،‫ﺑﻴﻨﻤﺎ ﲤﺴﻜﺎن اﻟﺸﺠﺮة ﺑﻜﻔﻴﻬﻤﺎ ﻣﻌ‬ bring both pain and a sense of our own humanity. It is deemed that we need to be ‘complete’ to ﬂy - like a kite which cannot ﬂy if it has a gap. Yet it is these very ‘gaps’ that allow light through; and only when we embrace them do we become open to the divine graces that inform our thoughts and actions, which help us to accept our human condition. Often my art pieces are left incomplete or have gaps. I created a 3D sculpture of myself in the form of a kite which also has ‘incomplete’ parts. Sometimes I feel that we need to accept and let go of our own inadequacies. If we never let ourselves go, we would never know how courageous we could be and if we were to never take off, how would we ever know how far we could ﬂy? My dreams have on occasion taken me to the air and I prize being able to ﬂy effortlessly and feel a lightness of being. The feeling of being able to lift off and move through the air takes great energy, conﬁdence and courage and my work is perhaps a reﬂection of this quiet energy. To live in this world we must learn to love all things we do with all our heart. We also need to learn that when the time comes to let go, we let it go. To the Moon 2009 The idea behind the work entitled ‘To the Moon 2009’ evolved from the process when I was scanning my niece, and my nephew, who was present, also wanted to take part. I thought it would be great to try and create a piece with two ﬁgures and I have always been fond of vast open spaces such as the sea, desert and sky. As I cannot include myself in the works that I do, I have included a silver pendant that I made, in this piece. The girl is holding it in her hand, and she is also wearing my clothes. I use an A4 ﬂat bed scanner to work with. The images are scanned individually and are then reconstructed digitally in photoshop. I enjoy this process enormously and I hope that I will be able to take a video of it one day. Back in 2006, I ﬁrst began to scan hands and feet, sometimes faces. Later in 2009, I was part of a photography workshop at Tashkeel and I was asked to create a self portrait. My camera had broken and my only option was the scanner. How could I take a portrait of myself through a scanner, I asked myself? The only obvious thing to do was to scan myself in parts, and that’s how it all started. As an artist, I feel that my works are conversations. I speak to the paintings and they speak back to me. Sometimes I am surprised by the emotions or the imagery that people see in my works. I have come to the realisation that each viewer who feels a connection with one of my pieces, is actually having a conversation with it, which reﬂects the experiences the viewer brings to the conversation, rather the experiences the artist brings to a piece. ٢٠٠٩ ‫ اﻟﻘﻤﺮ‬c‫ إ‬To the Moon 2009 ‘‫ ﻓﺈن ﻫﺬه ’اﻟﻔﺮاﻏﺎت‬،‫ وﻣﻊ ذﻟﻚ‬.‫ان إذا ﻛﺎﻧﺖ ﻓﻴﻬﺎ ﻓﺘﺤﺔ ﻓﺎرﻏﺔ‬O‫اﻟﺘﻲ ﻻ ﺗﺴﺘﻄﻴﻊ اﻟﻄ‬ ‫ وﻓﻘﻂ ﻋﻨﺪﻣﺎ ﻧﻌﺎﻧﻖ ﻫﺬه اﻟﻔﺮاﻏﺎت ﺗﺒﺪو ﻟﻨﺎ ﻣﻔﺘﻮﺣﺔ‬،‫ﻫﻲ اﻟﺘﻲ ﺗﺴﻤﺢ ﻟﻠﻀﻮء ﺑﺎﻟﻨﻔﺎذ‬ ‫ واﻟﺘﻲ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺗﻘﺒﻞ ﺣﺎﻟﻨﺎ‬،‫ﻟﻬﻴﺔ اﻟﺘﻲ ﺗﺘﺨﻠﻞ أﻓﻜﺎرﻧﺎ وأﻋﻤﺎﻟﻨﺎ‬7‫ﻟﺘﻠﻘﻲ اﻟﻨﻌﻢ ا‬ .‫اﻟﺒﺸﺮي‬ ‫ ﻟﻘﺪ أﺑﺪﻋﺖ ﻟﻨﻔﺴﻲ‬.‫ ﻣﻜﺘﻤﻠﺔ أو ﺗﺘﺨﻠﻠﻬﺎ ﻓﺮاﻏﺎت‬O‫إن أﻋﻤﺎ اﻟﻔﻨﻴﺔ ﻏﺎﻟﺒ ﻣﺎ ﺗﻜﻮن ﻏ‬ ‫ أﺣﻴﺎﻧﺎ أﺷﻌﺮ‬.‘‫ﺑﻌﺎد & ﺷﻜﻞ ﻃﺎﺋﺮة ورﻗﻴﺔ ﺑﻬﺎ أﺟﺰاء ’ﻧﺎﻗﺼﺔ‬:‫ذات ﻣﺮة ﻣﻨﺤﻮﺗﺔ ﺛﻼﺛﻴﺔ ا‬ .‫ واﻟﻘﺒﻮل ﺑﺄوﺟﻪ اﻟﻘﺼﻮر اﻟﺘﻲ ﺗﻌﺘﻮرﻫﺎ‬،‫ أن ﻧ|ك أﻧﻔﺴﻨﺎ ﻋﻠﻰ ﻋٍ ﻼﺗﻬﺎ‬c‫أﻧﻨﺎ ﺑﺤﺎﺟﺔ إ‬ ‫ ﻓﻠﻦ ﻧﻌﺮف ﻛﻴﻒ ﻧﺴﺘﻄﻴﻊ أن ﻧﻜﻮن‬،‫ ﻧ ََﺪع أﻧﻔﺴﻨﺎ ﲤﻀﻲ & دروب اﳊﻴﺎة‬E ‫إﻧﻨﺎ إذا‬ ‫ ﻓﻜﻴﻒ ﺳﻴﺘﺴﻨﻰ ﻟﻨﺎ أن ﻧﻌﺮف اﳌﺪى اﻟﺬي‬،j‫ أﺑﺪ‬O‫ أﻧﻨﺎ ﻟﻦ ﻧﻄ‬c‫ وﻟﻮ اﺳﺘﺴﻠﻤﻨﺎ إ‬،‫ﺷﺠﻌﺎﻧ‬ ‫ ﻓﺄﺷﻌﺮ ﲟﻘﺪرﺗﻲ‬،‫ه؟ إن أﺣﻼﻣﻲ ﲢﻠﻖ ﺑﻲ أﺣﻴﺎﻧ & اﻟﻬﻮاء‬O‫ﺳﻴﻜﻮن ﲟﻘﺪورﻧﺎ أن ﻧﻄ‬ ‫ إن ﺷﻌﻮرك ﺑﺄﻧﻚ ﻗﺎدر ﻋﻠﻰ اﻻرﺗﻔﺎع ﻋﺎﻟﻴ‬.a‫ ﺟﻬﺪ وأﺷﻌﺮ ﺑﺨﻔﺔ ﻛﻴﺎ‬O‫ان ﺑﻐ‬O‫ﻋﻠﻰ اﻟﻄ‬ ‫ ورﲟﺎ ﻛﺎن ﻋﻤﻠﻲ‬،‫ة وﺛﻘﺔ وﺷﺠﺎﻋﺔ‬O‫واﻟﺘﺤﺮك & اﻟﻬﻮاء ﻳﻘﺘﻀﻲ ﻣﻨﻚ ﻃﺎﻗﺔ ﻛﺒ‬ .‫اﻧﻌﻜﺎﺳ ﻟﻬﺬه اﻟﻄﺎﻗﺔ اﻟﻬﺎدﺋﺔ‬ 2009 ‫إ اﻟﻘﻤﺮ‬ ‫“ ﺗﻄﻮرت ﻣﻦ ﻋﻤﻠﻴﺔ ﻛﻨﺖ ﺧﻼﻟﻬﺎ‬2009 ‫ اﻟﻘﻤﺮ‬c‫اﻟﻔﻜﺮة اﻟﻜﺎﻣﻨﺔ وراء ﻋﻤﻞ ﺑﻌﻨﻮان "إ‬ ‫ ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﺻﻮرة ﻻﺑﻨﺔ أﺧﻲ وﻛﺬﻟﻚ ﻻﺑﻦ‬،‫أﻗﻮم ﺑﺎﺳﺘﺨﺪام ﺗﻘﻨﻴﺔ اﳌﺴﺢ اﻟﻀﻮﺋﻲ‬ ‫ وﻗﺪ اﻋﺘﻘﺪت أﻧﻪ ﺳﻴﻜﻮن ﻣﻦ‬.‫ وأراد أن ﻳﺸﺎرك & اﻟﺼﻮرة‬،j‫ اﻟﺬي ﻛﺎن ﺣﺎﺿﺮ‬،‫أﺧﻲ‬ ‫ وﻗﺪ ﻛﻨﺖ داﺋﻤﺎ ﻣﻮﻟﻌﺔ‬.‫ أن أﺟﺮب وأﺣﺎول إﺑﺪاع ﻋﻤﻞ ﻓﻨﻲ ﻳﺠﻤﻊ ﺷﺨﺼﻴﺘﲔ‬j‫اﻟﺮاﺋﻊ ﺟﺪ‬ ‫ وﲟﺎ إﻧﻨﻲ ﻻ أﺳﺘﻄﻴﻊ‬.‫ﺑﺎﳌﺴﺎﺣﺎت اﳌﻔﺘﻮﺣﺔ اﻟﻮاﺳﻌﺔ ﻣﺜﻞ اﻟﺼﺤﺮاء واﻟﺒﺤﺮ واﻟﺴﻤﺎء‬ am always trying out new ideas. Some work and some don’t, but it is from these experiments that I usually ﬁnd a way that suits my mode of expression best. I very much enjoy the tactility of working in the ﬁne art medium as I love to have direct contact with the raw paints or pencils and contact with the canvas. I feel a close connection to the art piece if my hands have directly come into contact with it. At the same time to experiment with traditional and digital photography and like the different expressions that can be created via different tools. I think because I try to experiment with different tools, there is almost a seamless transition between the media used; I don’t really have to think about it. I just use whichever tools and media I have at my disposal and feel like using at the time of creation. Flowers in My Garden 2008 Life is fragile and sometimes we forget how fragile we are. Like a ﬂower, we bloom and after some time we become frail. Life is like a piece of glass, beautiful, yet in a moment can be shattered. It is too short to fritter away. ‘Flowers in my Garden’ is inspired by the fragility and beauty of life. The ﬁgure is ‘incomplete’ to symbolize the gaps and failures that ‫ ﻓﺈﻧﻬﺎ أﻳﻀﺎ ﲤﺜﻞ اﻣﺘﺪادا‬،‫ﺣﲔ ﲤﺜﻞ اﳋﻄﻮط اﺠﻤﻟﺴﺪة ﻟﻠﻴﺪﻳﻦ ﺷﻜﻞ ﺟﺬع اﻟﺸﺠﺮة‬ ‫ﻳﺎدي اﻟﺘﻲ ﺗﺒﺪو ﻣﺼﺒﻮﺑﺔ وﻛﺄﻧﻬﺎ‬:‫ وا‬،‫ وﻣﻨﺤﻨﻴﺎت اﳉﺬع‬،‫ أﻣﺎ اﻟﻄﻴﺎت & اﻟﻘﻤﺎش‬.‫ﻟﻠﺠﺬور‬ ‫ﺷﻴﺎء اﻟﺘﻲ ﺗﺘﺪﻓﻖ‬:‫ ﻓﻜﻞ ﻫﺬه اﻟﻌﻨﺎﺻﺮ ﺗﺆﻛﺪ ﺗﻘﺎﺳﻢ ا‬..‫ﻣﻨﺤﻮﺗﺔ واﻟﻔﺮوع اﳌﻨﺸﻮرة‬ .‫ ﻓﻼ ﺗﺼﺒﺢ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺠﺰﺋﺔ‬،‫ﺑﻌﻀﻬﺎ & ﺑﻌﺾ‬ ‫ وذﻟﻚ ﻫﻮ ﺗﺪﻓﻖ اﻟﻄﺎﻗﺔ اﻟﻬﺎدﺋﺔ‬،‫إن اﻟﻌﲔ ﺗﺘﻨﻘﻞ ﺑﲔ ﻫﺬه اﻟﻌﻨﺎﺻﺮ & ﺣﺮﻛﺔ داﺋﺮﻳﺔ‬ “‫ ﺑﺎﻟﻬﺪوء واﻟﺼﻔﺎء واﻟﺴﻜﻴﻨﺔ وﲢﻘﻴﻖ اﻟﺬات & ﻫﺬا "اﻟﺒﻮرﺗﺮﻳﻪ‬j‫اﻟﺬي ﻳﺨﻠﻖ ﺷﻌﻮر‬ ‫ إن ﻫﺬا اﻟﻌﻤﻞ اﻟﻔﻨﻲ ﻳﻘﺪم رﺳﺎﻟﺔ‬.‫اﻟﺬي رﲟﺎ ﻳﻮﺣﻲ ﺑﺄن ﺗﻠﻚ اﻣﺎل ﳝﻜﻦ أن ﺗﺘﺤﻘﻖ‬ .‫أﻣﻞ‬ ‫اﳋﻠﻔﻴﺔ اﻟﻔﻨﻴﺔ‬ ‫ درﺳﺖ اﻟﻔﻦ & ﻣﺪرﺳﺔ‬.‫أﻧﺎ إﻣﺎراﺗﻴﺔ ﻣﻦ دﺑﻲ & اﳊﺎدﻳﺔ واﻟﻌﺸﺮﻳﻦ ﻣﻦ ﻋﻤﺮي‬ ‫ وﻗﺪ‬.‫ﻟﻄﻴﻔﺔ ﻟﻠﺒﻨﺎت ﲟﻨﻄﻘﺔ ﻧﺪ اﻟﺸﺒﺎ اﻟﺘﻲ ﺗﻘﺪم ﻣﻨﻬﺠﺎ ﻣﺘﻘﺪﻣﺎ & ﻫﺬا اﺠﻤﻟﺎل‬ ‫ ﻟﻘﺪ ﺣﻀﺮت أﻳﻀﺎ ﻋﺪدا ﻣﻦ‬.‫ﻣﺎم وﻃﻮر ﻣﻬﺎراﺗﻲ اﻟﻔﻨﻴﺔ‬:‫ ا‬c‫دﻓﻌﻨﻲ ذﻟﻚ ﺑﺎﻟﺘﺎ إ‬ ‫|ﻓﺎت اﻟﻔﻦ & ﺻﺎﻟﺔ ﻋﺮض "ﺗﺸﻜﻴﻞ“ ﻟﺘﺤﻘﻴﻖ ﻣﺰﻳﺪ ﻣﻦ اﻟﺘﻘﺪم & ﻋﻤﻠﻲ اﻟﻔﻨﻲ‬ .&‫واﻛﺘﺴﺎب ﻣﻬﺎرات اﻟﺘﺼﻮﻳﺮ اﻟﻔﻮﺗﻮﻏﺮا‬ ‫ﻟﻘﺪ أﻛﻤﻠﺖ & اﻟﻮﻗﺖ اﻟﺮاﻫﻦ اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ & ﺟﺎﻣﻌﺔ زاﻳﺪ & ﺗﺨﺼﺺ اﻟﻔﻨﻮن‬ ‫ وﺻﺎﻟﺔ ﻋﺮض "ﺗﺸﻜﻴﻞ“ وان ﺻﺎﻟﺔ ﻋﺮض‬،‫ وﻣﻦ ﺧﻼل ﺟﺎﻣﻌﺔ زاﻳﺪ‬،‫ وﻫﻜﺬا‬.‫اﳉﻤﻴﻠﺔ‬ ‫“ ﺑﺪأت ﲡﺮﺑﺘﻲ اﻟﻔﻨﻴﺔ ﺗز ﻟﻠﻀﻮء ﺑﻌﺪ أن ﻋﺮﺿﺖ ﺑﻌﺾ أﻋﻤﺎ & دﺑﻲ وﻧﻴﻮﻳﻮرك‬XVA" .‫وأﳌﺎﻧﻴﺎ وأﺳ|اﻟﻴﺎ وﻓﻴﻨﻴﺴﻴﺎ واﻟﺼﲔ‬ ‫ وﻛﺬﻟﻚ‬.‫إن ﻋﺮض أﻋﻤﺎ & ﺻﺎﻻت اﻟﻌﺮض اﶈﻠﻴﺔ واﻟﻌﺎﳌﻴﺔ ﻳﻌﺪ ﲡﺮﺑﺔ ﻫﺎﺋﻠﺔ‬ ‫ ﺗﻜﺎد ﺗﻜﻮن أﻣﺮا ”ﺳﻮرﻳﺎﻟﻴﺎ“ ﻳﻔﻮق اﻟﻮﺻﻒ‬E‫ﻓﺈن ﻓﻜﺮة أن أﻋﻤﺎ اﻟﻔﻨﻴﺔ ﻗﺪ ﺟﺎﻟﺖ اﻟﻌﺎ‬ ‫ ﲟﺎ إﻧﻨﻲ‬،‫ وأﺳﺄل ﻧﻔﺴﻲ ﻋﻤﺎ إذا ﻛﺎن ﺟﺰء ﻣﻨﻲ ﻗﺪ ﺳﺎﻓﺮ ﻣﻌﻬﺎ أﻳﻀ‬. ‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ وأﺟﺪ أﻧﻪ ﺷﻲء راﺋﻊ وﻋﻈﻴﻢ أن ﻳﻜﻮن ﺛﻤﺔ ﺷﺨﺺ آﺧﺮ ﻳﻌﺘﻨﻲ ﲟﻌﺎرﺿﻲ‬.‫ﻣﺒﺪﻋﺘﻬﺎ‬ .‫ﺑﺪاع‬7‫ﺣﺘﻰ أﲤﻜﻦ أﻧﺎ ﻣﻦ اﻟ|ﻛﻴﺰ ﻓﻘﻂ ﻋﻠﻰ ا‬ ∑ôëàdGh kÉ«dÉY ´ÉØJQ’G ≈∏Y QOÉb ∂fCÉH ∑Qƒ©°T ¿EG ,áYÉé°Th á≤Kh IÒÑc ábÉW ∂æe »°†à≤j AGƒ¡dG ‘ áFOÉ¡dG ábÉ£dG √ò¡d kÉ°SÉμ©fG »∏ªY ¿Éc ÉÃQh The feeling that I am able to lift off and move through the air takes great energy, conﬁdence, and courage, and my work is perhaps a reﬂection of this quiet energy The subjects’ eyes are closed as a result of the scanography technique which is used. I will not allow a subject to open their eyes when the beam of light passes as the light is intense. As a result the ﬁgures with closed eyes on the dark background appear to ﬂoat in space. The scans take me into a silent space and they are quite ethereal in quality. Perhaps they show how one can transcend into a lightness of being when one needs to. Estuary 2010-10 In the piece, ‘Estuary 2010-10’, the twins show a oneness, united in being. There are two bodies, yet they share one soul. Their thoughts intertwine and enfold under the protective piece of cloth surrounding them creating a circular shape which is a symbol of eternity and oneness. The folds in the fabric and the faces looking down, all lead the eye to the tree. As the veil symbolizes shelter, so does the tree. It appears to have formed one crown from two root systems and the sisters embrace each other as they grow together. The tree is held in both sisters’ hands showing a bond of responsibility. While the shapes of the hands resemble the shape of the trunk, they are also an extension of the roots. The folds in the cloth, the curves of the trunk, the sculpture like hands and the spreading branches emphasize the sharing attachment where things ﬂow into each other and are inseparable. The eye moves between these elements in a circular motion and it is this ﬂow of quiet energy that creates a sense of calm and serenity and self-fulﬁllment in this portrait, perhaps showing that fulﬁllment can be realised. It presents a message of hope. Art Background I’m a twenty one year old Emirati from Dubai. I studied at Latifa School for Girls in Nad al Shiba where I studied art and completed GCSE Art, AS, and A-level art and AS level Photography. The art program at Latifa School is very strong and therefore I wasn’t pushed forward and developed my artistic skills. I also attended a few workshops at Tashkeel to further progress my art and photography skills. I just completed my third year at Zayed University (‘ZU’) majoring in Fine Arts. It is through ZU, Tashkeel and now XVA that my art is being exposed, with some of my work having been exhibited in Dubai, New York, Germany, Australia, Venice, and China. Displaying my work in galleries is an overwhelming experience. I ﬁnd it surreal to know that my work has travelled across the world. I ask myself if a part of me travelled with them too, since I created them. I ﬁnd it great to have someone else take care of my exhibitions so that I can only focus on creating. Studio I like a quiet working space and like working on my own. Most often I will work in my studio which holds many memories but I also like working at Tashkeel where I am inspired by other artists at work. I tend to work at home but Tashkeel gives me the courage to step out of my comfort zone, socialise and share with other artists; it is a stimulating environment to work in due to the wide range of active artists it ‫ ﺿﻮء‬Light 108 attracts. It recognises me as an individual and provides an opportunity to learn and extend myself into a living, breathing world of art. The desert and my home Both my parents come from Dubai’s desert areas. They led a nomadic lifestyle and as a result have a close connection to the land, religion and culture. ‫اﺳﺘﻮدﻳﻮ‬ RÈJ á«æØdG »àHôŒ äCGóH “XVA” ¢VôY ádÉ°U ¿B’Gh “π«μ°ûJ” ¢VôY ádÉ°Uh , ójGR á©eÉL ∫ÓN øe Ú°üdGh É«°ù«æ«ah É«dGÎ°SCGh É«fÉŸCGh ∑Qƒjƒ«fh »HO ‘ ‹ÉªYCG ¢†©H â°VôY ¿CG ó©H Aƒ°†∏d It is through the University, Tashkeel, and now XVA that my art is being exposed, some of my work having been exhibited in Dubai, New York, Germany, Australia, Venice, and China & ‫ﺣﻴﺎن أﻋﻤﻞ‬:‫ & ﻣﻌﻈﻢ ا‬.‫أﺣﺐ اﻟﻌﻤﻞ & ﻣﻜﺎن ﻫﺎدئ ﻛﻤﺎ أﺣﺐ اﻟﻌﻤﻞ اﳊﺮ‬ & ‫ وﻟﻜﻨﻲ أﺣﺐ أﻳﻀﺎ اﻟﻌﻤﻞ‬،‫ة‬O‫اﻻﺳﺘﻮدﻳﻮ اﳋﺎص ﺑﻲ اﻟﺬي أﺣﻤﻞ ﻣﻨﻪ ذﻛﺮﻳﺎت ﻛﺜ‬ ‫ أﻧﺎ أﻣﻴﻞ‬.‫ ﻣﻦ وﺟﻮد ﻓﻨﺎﻧﲔ آﺧﺮﻳﻦ ﻳﺸﺘﻐﻠﻮن ﻣﻌﻲ‬O‫”ﺗﺸﻜﻴﻞ“ ﺣﻴﺚ أﺳﺘﻠﻬﻢ اﻟﻜﺜ‬ ‫ وﻟﻜﻦ ”ﺗﺸﻜﻴﻞ“ ﲤﻨﺤﻨﻲ اﻟﺸﺠﺎﻋﺔ ﻟﻠﺨﺮوج ﻣﻦ ﺳﻜﻮن‬،‫ اﻟﻌﻤﻞ & اﳌﻨﺰل‬c‫إ‬ ‫ي ﻣﻦ اﻟﻔﻨﺎﻧﲔ وأﺷﺎرﻛﻬﻢ ﻫﻤﻮﻣﻬﻢ‬O‫ ﻓﺄﻟﺘﻘﻲ ﺑﻐ‬،‫اﻟﺮاﺣﺔ ورﻛﻮد اﻟﺜﺒﺎت واﻟﻨﻤﻄﻴﺔ‬ ‫ إﻧﻬﺎ ﺑﻴﺌﺔ ﲢﻔﺰك ﻋﻠﻰ اﻟﻌﻤﻞ ﻓﻴﻬﺎ ﺑﻔﻀﻞ وﺟﻮد _ﻤﻮﻋﺔ واﺳﻌﺔ‬.‫واﻫﺘﻤﺎﻣﺎﺗﻬﻢ‬ ‫ وﺗﻮﻓﺮ ﻓﺮﺻﺔ‬،‫ وﻫﺬه اﻟﺒﻴﺌﺔ ﺗﻌ|ف ﺑﻲ ﻛﻔﺮد‬.‫ﻣﻦ اﻟﻔﻨﺎﻧﲔ اﻟﻨﺸﻄﲔ اﻟﺬﻳﻦ ﲡﺘﺬﺑﻬﻢ‬ .‫ اﻟﻔﻦ‬E‫ وﺗﻨﻔﺲ ﻋﺎ‬،‫ رﺣﺎﺑﺔ اﻟﻌﻴﺶ‬c‫ﻟﻠﺘﻌﻠﻢ واﳋﺮوج إ‬ ‫اﻟﺼﺤﺮاء وﺑﻴﺘﻲ‬ ‫ ﻟﻘﺪ ﻋﺎﺷﺎ ﺣﻴﺎة ﺑﺪوﻳﺔ ﺟﻌﻠﺘﻬﻤﺎ ﻋﻠﻰ‬.‫أﺑﻲ وأﻣﻲ ﺟﺎءا ﻣﻦ ﻣﻨﺎﻃﻖ دﺑﻲ اﻟﺼﺤﺮاوﻳﺔ‬ ‫ وﻫﻜﺬا‬،c‫و‬:‫ اﺗﺼﺎ ﺑﺎﻟﺼﺤﺮاء ﺷﻜّ ﻞ ذﻛﺮﻳﺎﺗﻲ ا‬.‫رض واﻟﺪﻳﻦ واﻟﺜﻘﺎﻓﺔ‬:‫ﲤﺎس وﺛﻴﻖ ﻣﻊ ا‬ .‫ﺗﻮﻟﺪ ﻋﺸﻘﻲ ﻟﻄﺮاﺋﻖ اﻟﻌﻴﺶ اﶈﻠﻴﺔ‬ .‫ ﻛﻨﺖ أﺗﻌﺎﻣﻞ داﺋﻤ ﻣﻊ ﻣﺸﻬﺪﻳﺔ اﻟﺼﺤﺮاء وﻛﺄﻧﻬﺎ ﻗﻤﺎش اﻟﻠﻮﺣﺔ‬،‫ة‬O‫ﻋﻨﺪﻣﺎ ﻛﻨﺖ ﺻﻐ‬ :‫ أﺣﺒﺒﺖ اﻟﻄﺒﻴﻌﺔ‬،‫ أﻳﻀ‬.‫ ﻋﻠﻰ اﻟﺮﻣﺎل ﺑﺎﺳﺘﺨﺪام اﻟﻌﺼﺎ‬c‫و‬:‫وﻗﺪ أﳒﺰت رﺳﻮﻣﺎﺗﻲ ا‬ ‫ﻏﺼﺎن ورﲟﺎ ﻛﺎﻧﺖ ﺗﻠﻚ‬:‫ واﻟﺸﻤﺲ واﻟﻘﻤﺮ واﻟﻨﺠﻮم واﳊﻴﻮاﻧﺎت واﻟﺰﻫﻮر وا‬،‫اﻟﺼﺤﺮاء‬ .‫ ﻫﻲ اﻟﺘﻲ ﺷﻜﻠﺖ ﺗﺬوﻗﻲ ﻟﻠّﻮن واﳌﻠﻤﺲ واﳋﻂ واﻟﻈﻞ‬c‫و‬:‫اﻟﺘﺠﺎرب ا‬ ‫إﻧﻨﻲ أﺷﻌﺮ ﺑﺄن اﻟﺘﻔﻜﻴﻚ وإﻋﺎدة اﻟ|ﻛﻴﺐ & أﻋﻤﺎ ﻫﻤﺎ اﻧﻌﻜﺎس ﻟﺮﺣﻼﺗﻲ وﻟﻨﻀﺎ‬ .E‫ ودوري & ﻫﺬا اﻟﻌﺎ‬a‫اﻟﺸﺨﺼﻲ ﻣﻦ أﺟﻞ ﻓﻬﻢ ﺗﻜﻮﻳﻨﻲ وﺣﻴﺎﺗﻲ وﻣﻜﺎ‬ I’ve only ever lived in one home but the connection to the desert formed my early memories and thus my appreciation for local ways of living was born. I have many fond memories of my childhood. I had a happy childhood and as long as I remember I have always held a pencil in my hand. As a child I would often use the desert landscape as my canvas. My ﬁrst drawings were sketched with a stick in the sand. I also loved nature: the desert, sun, moon, stars, animals, ﬂowers, leaves and perhaps it is these ﬁrst experiences which formed my appreciation for color, texture, line, and shadow. My environment around me has always been my inspiration, from the desert, trees and ﬂowers, to the people close to me. My education at Latifa School for Girls helped me to develop my artistic skills and knowledge of the arts. My thoughts and feelings arise from the world in which I live, the environment I work in and most importantly, the people I am close to. I try to live each moment as it comes - fully with undivided attention - and feel that my art pieces reﬂect this. I feel that the deconstruction and reconstruction in my works are a reﬂection of my journeys, my own personal struggles to understand my state of being and my place and role in this world. References Brisbane Biennial, Across the Gulf http://thepanoptikon.blogspot.com/2009/09/across-gulf-at-arc-biennial-brisbane.html, http://thepanoptikon.blogspot.com/2009/09/heterochronia-on-imagining-times.html City Wrap: Episode 14, http://www.dubaimedia.ae/Media/view/70439 The National article http://www.thenational.ae/apps/pbcs.dll/article?AID=/20100624/ ART/706239968/1007/rss Great Middle East Photo http://www.greatermiddleeastphoto.com/2010/07/maitha-demithan.html The Culturist Blog http://www.theculturist.com/home/maitha-bin-demithan.html Jurgita Gerlikaite’s Blog http://www.gerlikaite.lt/en/newsletters/wwwgerlikaitelt-newsletter-july-2010/ Albayan Newspaper http://www.albayan.ae/servlet/Satellite?c=Article&cid=1277242923648&pagename=Albayan%2FArticle%2FFullDetail Time out Dubai http://www.timeoutdubai.com/art/features/16599-diverse-talent-at-xva Great Dubai Guide http://www.greatdubaiguide.com/GreatGuide/News/Details.asp?id=442 110 113 My ﬁrst drawings were sketched with a stick in the sand ∫ÉeôdG≈∏Y É°üY ™e É¡àª°SQ äÉeƒ°SQ ∫hCG ‫اﻣﺎرات‬ ‫أرض اﻟﺮﻳﺎدة‬ ‫وﺻﺎﻧﻌﺔ اﻟﻔﺮص ﻟﺟﻴﺎل‬ The United Arab Emirates is the land of leadership and opportunities for future generations 115 114 ‫ ﻋﺒﺎرﺗﺎن ﺑﺴﻴﻄﺘﺎن ﺗﻘﺎﻻن ﳌﻦ ﻛﺎن اﻟﻨﺠﺎح‬،“‫”ﻣﻦ ﺟﺪ وﺟﺪ“ و ”ﻟﻜﻞ _ﺘﻬﺪ ﻧﺼﻴﺐ‬ .‫ ﻣﺎ ﻳﺼﺒﻮ إﻟﻴﻪ‬c‫ﻗﻞ إ‬:‫ أو ﻋﻠﻰ ا‬،‫ ﻣﺮاﺗﺐ ﻣﺮﻣﻮﻗﺔ‬c‫ ﻳﺼﻼن ﺑﻪ إ‬،‫ ﺑﻌﺪ ﺟﺪ واﺟﺘﻬﺎد‬،‫ﺣﻠﻴﻔﻪ‬ c‫ وﻣﺎ زاﻟﺖ ﺗﺴﻌﻰ إ‬،‫ﺗﻨﺎ اﻟﻴﻮم ﻛﺎﻧﺖ واﺣﺪة ﻣﻦ ﻫﺆﻻء & ﻧﻈﺮ اﶈﻴﻄﲔ ﺑﻬﺎ‬O‫ﺳﻔ‬ ‫ أﺻﻐﺮ ﻣﺪﻳﺮ‬،‫ إﻧﻬﺎ ﺳﻌﺎدة رﱘ اﻟﺸﻤﺮي‬،‫اﳌﺰﻳﺪ ﻋﻠﻰ اﻋﺘﺒﺎر أن اﻟﻄﻤﻮح ﻻ ﺣﺪود ﻟﻪ‬ ‫ ﻟﻘﺪ أﺣﺒﺖ‬.‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫ﻋﺎم ﳌﺆﺳﺴﺔ ﺣﻜﻮﻣﻴﺔ & ﻋﺎﺻﻤﺔ دوﻟﺔ ا‬ ‫ﻧﻬﺎ‬: ‫ﺑﻨﺎء ﺟﻴﻠﻬﺎ‬: ‫ ﻟﺘﻜﻮن ﺑﺬﻟﻚ ﻣﺜﺎ ًﻻ ﻳﺤﺘﺬى‬،‫وﻃﻨﻬﺎ وﻋﻤﻠﺖ ﻣﻦ أﺟﻠﻪ ﺑﻜﻞ ﺣﻤﺎس‬ .‫ﺗﺮﻛﺖ ﺑﺼﻤﺎت واﺿﺤﺔ ﻋﻠﻰ ﺧﺎرﻃﺔ اﻻﻧﺘﻤﺎء وﺗﻌﺰﻳﺰ اﻟﻬﻮﻳﺔ اﻟﻮﻃﻨﻴﺔ‬ ‫ ﺗﺸﻐﻞ ﻣﻨﺼﺐ ﻣﺪﻳﺮ ﻋﺎم‬،‫ ﺷﺎﺑﺔ & اﻟﻌﺸﺮﻳﻨﻴﺎت ﻣﻦ اﻟﻌﻤﺮ‬،‫ﺳﻌﺎدة رﱘ اﻟﺸﻤﺮي‬ ‫ وﻣﺴﺘﺸﺎر اﻻﺗﺼﺎل اﻻﺳ|اﺗﻴﺠﻲ & ﺟﻬﺎز‬،‫ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ اﻟﻮﻃﻨﻴﺔ‬ ‫ وﻋﻀﻮ _ﻠﺲ إدارة ﻋﺪد ﻣﻦ اﳌﺆﺳﺴﺎت اﳊﻜﻮﻣﻴﺔ‬،‫اﻟﺸﺆون اﻟﺘﻨﻔﻴﺬﻳﺔ‬ ‫ ﺗﺪرﺟﻬﺎ اﻟﻌﻠﻤﻲ واﻟﻮﻇﻴﻔﻲ ﻳﺮوي ﻗﺼﺼ ﻣﻦ اﻟﻨﺠﺎح‬.‫واﳋﺎﺻﺔ & أﺑﻮ ﻇﺒﻲ‬ ‫ ﻓﻜﺎن ﻟﻨﺎ ﻣﻌﻬﺎ‬،‫ ﻟﺬﻟﻚ أردﻧﺎ ﺗﺴﻠﻴﻂ اﻟﻀﻮء ﻋﻠﻴﻬﺎ‬،‫ﺗﺴﺘﺤﻖ اﻻﺣ|ام واﻟﺘﻘﺪﻳﺮ‬ :‫اﳊﻮار اﻟﺘﺎ‬ Not too long ago, Reem Yousef Al Shemari was a dedicated student at Zayed University. Today she has already become one of the UAE’s most promising female leaders, functioning prominently among traditional UAE elite leaders. Reem is an Emirati woman, a graduate of Zayed University, and an inspiration to many women. She was the youngest general manager and head of a government agency in Abu Dhabi and has been honored with the title of “Her Excellency.” Reem leads in many ﬁelds. She is the General Manager of the Office of the Brand of Abu Dhabi. She is a Senior Strategic Communications Advisor for the Executive Affairs Authority. She sits on the boards of a variety of private and government organizations. Reem is one of a growing number of Emirati women who are taking center stage and contributing to the social and economic life in the UAE. Her achievements and accolades belie her relative youth just as they put her in a class with other female leaders in the Emirates and in other countries around the world. & ‫ﻳﺠﺐ أن ﻧﺆﻣﻦ ﺟﻤﻴﻌ ﺑﺤﺐ اﻟﻮﻃﻦ وﻧﻌﻤﻞ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﻫﺬه اﻟﻘﻴﻤﺔ وﺗﻌﺰﻳﺰﻫﺎ‬ ‫ ﻓﺎﻟﻮﻃﻦ‬،‫ ﻛﻞ ﻣﻨﺎ & ﻣﻮﻗﻌﻪ ﻳﺴﺘﻄﻴﻊ أن ﻳﻔﻌﻞ ﻫﺬا‬،‫ذﻫﺎن واﻟﻘﻠﻮب واﻟﻨﻔﻮس‬:‫ا‬ .‫أﻛ ﻣﻦ ﻛﻠﻤﺔ ﻳﺮددﻫﺎ اﻟﻠﺴﺎن‬ ‫ ﻓﺎﻟﻮﻃﻦ‬،‫وﻃﻨﻲ ﺑﺎﻟﻨﺴﺒﺔ أرض اﻟﺮﻳﺎدة واﻟﻔﺮص اﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ رؤﻳﺔ ﻗﻴﺎدﻳﺔ ﺛﺎﻗﺒﺔ‬ ‫ ﻃﻴﺐ‬،‫ ﺑﻘﻴﺎدة ﺣﻤﻠﺔ اﻟﺮاﻳﺔ ﻣﻦ ﺑﻌﺪ واﻟﺪﻧﺎ زاﻳﺪ‬،‫ وﻧﻌﻴﺶ ﻓﻴﻪ‬،‫ﺳﻴﻈﻞ ﻳﻌﻴﺶ ﻓﻴﻨﺎ‬ .‫ ﺣﻔﻈﻪ ا‬،‫ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺧﻠﻴﻔﺔ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن رﺋﻴﺲ اﻟﺪوﻟﺔ‬،‫ا ﺛﺮاه‬ ‫ﻛﻠﻤﺔ اﻟﺴﺮ‬ ‫ﻣﺎ ﻫﻮ ﺳﺮ ﻛﻠﻤﺔ ”اﺣ|ام“ ﻋﻨﺪ رﱘ اﻟﺸﻤﺮي؟‬ ‫ ﻳﺼﻒ ﻓﻴﻬﺎ اﻟﻌﻼﻗﺔ اﻟﺘﻲ ﺗﻨﺸﺪﻫﺎ‬،‫ب زاﻳﺪ ﻳﻮﻣﺎ‬:‫”اﺣ|ام“ ﻛﻠﻤﺔ ﻧﻄﻖ ﺑﻬﺎ اﻟﻘﺎﺋﺪ ا‬ ‫ﻃﺮﺣﻬﺎ ﻛﻌﻨﻮان‬: ‫ وﻗﺪ اﺳﺘﻠﻬﻤﺘﻬﺎ‬،‫ﻣﺎرات & ﻛﻞ ﻋﻼﻗﺎﺗﻬﺎ ﻣﻊ اﳉﻤﻴﻊ‬7‫ا‬ ‫ واﳌﺸﺎرﻛﺔ ﺑﻬﺎ & ﻣﻌﺮض‬،‫ﺑﻮ ﻇﺒﻲ‬: ‫ﻟﻠﻌﻼﻣﺔ اﻟﺘﺠﺎرﻳﺔ ﻟﻠﺤﻤﻠﺔ اﻟﺴﻴﺎﺣﻴﺔ‬ ‫ وﻟﺘﻜﻮن ﻛﺬﻟﻚ ﻋﻨﻮان ﺻﻮرة أﺑﻮ ﻇﺒﻲ اﻟﺘﻲ ﻧﺮﻳﺪ أن‬،‫ﺳﻮق اﻟﺴﻔﺮ اﻟﺪو & ﻟﻨﺪن‬ ‫ ﻟﻘﺪ ﻓﺎزت إﻣﺎرة أﺑﻮ ﻇﺒﻲ ﺑﻔﻀﻞ ﻫﺬه اﻟﻌﻼﻣﺔ اﻟﺘﺠﺎرﻳﺔ ﳊﻤﻠﺘﻬﺎ‬.E‫ﻧﻌﻜﺴﻬﺎ ﻟﻠﻌﺎ‬ .‫ﺑﺈﺣﺪى اﳉﻮاﺋﺰ اﻟﻌﺎﳌﻴﺔ ﻛﺤﻤﻠﺔ ﳑﻴﺰة & اﻟﺘﺴﻮﻳﻖ اﻟﺘﺠﺎري واﻟﺴﻴﺎﺣﻲ‬ ‫ﳌﺎذا اﺧﺘﻴﺎر ﻫﺬا اﳌﺼﻄﻠﺢ ”اﺣ|ام“ ﻛﻌﻼﻣﺔ ﲡﺎرﻳﺔ؟‬ ،‫ إذ ﻳﺨﺎﻃﺐ أﺑﻨﺎء اﳉﻴﻞ اﳉﺪﻳﺪ‬،‫إن اﺧﺘﻴﺎر ﻫﺬا اﻟﺸﻌﺎر ﺟﺎء اﻧﻌﻜﺎﺳﺎ ﳉﻮﻫﺮ أﺑﻮ ﻇﺒﻲ‬ ‫ أﻧﻨﺎ ﻻ ﳝﻜﻦ أن‬،‫ وﻟﻴﺆﻛﺪ ﻟﻠﺠﻴﻞ اﳌﺆﺳﺲ ﻟﺪوﻟﺘﻨﺎ وﻟﻘﻴﺎدﺗﻨﺎ‬،‫راﺑﻄ إﻳﺎﻫﻢ ﺑ|اﺛﻬﻢ اﻟﻌﺮﻳﻖ‬ ‫ ﻓﻏﻢ اﻟﺘﺤﺪﻳﺎت‬،‫ وﻛﺬﻟﻚ ﻓﻘﺪ ﺷﻜﻞ اﻟﺸﻌﺎر ”اﺣ|ام“ ﻋﻼﻣﺔ ﻟﻠﻤﺴﺘﻘﺒﻞ‬.ُ‫ﻧﻨﺴﺎﻫﻢ أﺑﺪا‬ ‫ واﳉﻨﺴﻴﺎت‬،‫ واﻟﺪﻳﺎﻧﺎت‬،‫ﻋﺮاق‬:‫ة أﻣﺎم ﺗﻘﺪﱘ ﺷﻌﺎر ﻛﻬﺬا & _ﺘﻤﻊ ﻣﺘﻌﺪد ا‬O‫اﻟﻜﺜ‬ ‫ إﻻ أﻧﻨﺎ واﺟﻬﻨﺎ اﻟﺘﺤﺪي إذ‬،‫ ﺟﻨﺴﻴﺔ‬200 ‫ ﻣﺎ ﻳﻘﺮب ﻣﻦ‬c‫اﺨﻤﻟﺘﻠﻔﺔاﻟﺘﻲ ﻳﺼﻞ ﻋﺪدﻫﺎ إ‬ ‫ وﳑﺎرﺳﺔ ﻣﻌﻨﺎه & ﺣﻴﺎﺗﻬﻢ‬،‫ﻧﻌﻤﻞ ﻋﻠﻰ أن ﻳﻨﺼﻬﺮ ﻛﻞ ﻫﺆﻻء & ﻓﻬﻢ اﻟﺸﻌﺎر‬ .‫ ﻳﻈﻬﺮ ﺑﻌﺪ‬E ،E‫ وﻟﻬﺬا ﻓﺈن اﳉﻬﺪ اﻟﻀﺨﻢ & ﺗﻘﺪﱘ اﻟﺸﻌﺎر ﻟﻠﻌﺎ‬.‫اﻟﻴﻮﻣﻴﺔ‬ ‫ام‬c‫ﺳﻔﺮاء اﻻﺣ‬ 117 ‫ﻋﻼﻣﻴﺔ ﻣﻦ ﺟﻬﻮد ﺗﺜﻘﻴﻔﻴﺔ؟‬7‫ﻣﺎ اﻟﺬي ﻳﻘﺪﻣﻪ ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ ،‫ﻣﺮ ﻛﻮﻧﻪ ﺿﺮورة‬:‫ﻋﻼﻣﻴﺔ ﺗﻌﺪى & ﺣﻘﻴﻘﺔ ا‬7‫ﻣﺎ أود ﻗﻮﻟﻪ أن ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ ‫ﻟﻴﺼﺒﺢ ﻞ ﺗﺮﺣﻴﺐ وإﻋﺠﺎب ﻣﻦ ﺘﻠﻒ اﻟﻘﻄﺎﻋﺎت اﻟﺮاﻏﺒﺔ & ﺗﻮﺻﻴﻞ ﺻﻮرة‬ ‫ﻣﺎرات اﻟﺘﻲ ﻳﻨﻌﻜﺲ وﺟﻬﻬﺎ اﳌﺸﺮق & ﻛﻞ اﶈﺎﻓﻞ‬7‫ﻧﺎﺻﻌﺔ وﺣﻘﻴﻘﻴﺔ ﻟﻬﻮﻳﺔ ا‬ ‫ وذﻟﻚ ﻣﻦ ﺧﻼل ﻣﺎ ﻳﻘﺪﻣﻪ اﳌﻜﺘﺐ ﻟﻠﻘﻄﺎﻋﲔ اﻟﻌﺎم واﳋﺎص ﻣﻦ ﺟﻬﻮد‬،‫واﳌﻴﺎدﻳﻦ‬ .E‫ ﻣﻊ اﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺛﻘﺎﻓﺔ اﻻﺣ|ام ﻟﺘﺼﺒﺢ ﻣﻄﻠﺒﺎ ﻧﺒﻴﻼ ﻳﺴﻮد اﻟﻌﺎ‬،‫اﻟﺘﻮﻋﻴﺔ واﻟﺘﺜﻘﻴﻒ‬ ‫ﻋﻼﻣﻴﺔ ﻟﺘﺴﻮﻳﻖ ﻫﺬا اﻟﺸﻌﺎر؟‬7‫ﻣﺎ اﻟﺬي ﻓﻌﻠﻪ ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ ،‫ﺑﺪأ ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻋﻠﻰ اﻟﻔﻮر ﺑﻮﺿﻊ ﺑﺮﻧﺎﻣﺞ ﺣﻤﻼت ﺗﺜﻘﻴﻔﻴﺔ وﺗﻌﻠﻴﻤﻴﺔ وﺗﻮﻋﻮﻳﺔ‬ ‫رﺳﺎء أﺳﺲ واﺿﺤﺔ ﻟﻔﻬﻢ ﻣﻀﻤﻮن ﻫﺬا اﻟﺸﻌﺎر ﺑﲔ‬7 ‫وإﺟﺮاء ﺑﺤﻮث ﻣﻴﺪاﻧﻴﺔ‬ ‫ ﻛﺬﻟﻚ أﻋﺪ اﳌﻜﺘﺐ إﺳ|اﺗﻴﺠﻴﺔ ﻣﻌﻤﻘﺔ‬.E‫ﻣﺎراﺗﻲ وﺣﻮل اﻟﻌﺎ‬7‫أﺑﻨﺎء اﺠﻤﻟﺘﻤﻊ ا‬ ‫ ﻟﻴﺘﺤﻮل ﻣﻦ ﺷﻌﺎر‬،‫ ﻧﺸﺮ ﻣﻔﻬﻮم اﻟﺸﻌﺎر ﺑﲔ ﺘﻠﻒ اﻟﻘﻄﺎﻋﺎت‬c‫ﺗﻬﺪف إ‬ ‫ أﻳﻨﻤﺎ‬،‫ ﻳﺤﻤﻠﻪ ﻛﻞ ﻣﻮاﻃﻦ ﻣﻌﻪ‬،‫ ﳑﺎرﺳﺎت ﻋﻤﻠﻴﺔ ﻋﻠﻰ أرض اﻟﻮاﻗﻊ‬c‫ﻣﻜﺘﻮب إ‬ .‫ ﺑﺄﺳﺮه‬E‫ا ﻳﻮﺻﻠﻪ ﻟﻠﻌﺎ‬O‫ ﻟﻴﺼﺒﺢ ﺳﻔ‬،‫ذﻫﺐ‬ ‫ﺧﺮوج ﻋﻦ اﻟﻨﻤﻄﻴﺔ‬ ‫ﻋﻼﻣﻴﺔ & ﺗﺴﻮﻳﻖ ﻫﺬا‬7‫ﻫﻞ ﻣﻦ أﺳﺎﻟﻴﺐ أﺧﺮى ﻗﺎم ﺑﻬﺎ ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ ‫اﻟﺸﻌﺎر؟‬ ،‫ ﻗﺎم اﳌﻜﺘﺐ ﺑﻌﻤﻞ ﺳﻠﺴﻠﺔ ﻣﻦ اﳌﺒﺎدرات اﳋﻼﻗﺔ ﻟﺘﻮﺻﻴﻞ اﻟﺸﻌﺎر‬،‫ﻧﻌﻢ ﺑﺎﻟﻄﺒﻊ‬ ‫ﻧ|ﻧﺖ‬7‫ ﻗﻤﻨﺎ ﺑﻨﺸﺮ إﻋﻼن ﻋﻠﻰ ﻣﻮاﻗﻊ ا‬،‫ ﻟﺘﺄﺳﻴﺲ اﳌﻜﺘﺐ‬c‫و‬:‫ﻓﺨﻼل اﻟﺴﻨﺔ ا‬ ‫ ﻟﻠﻤﻜﺘﺐ‬a‫ﻟﻜ|و‬7‫ اﻟﺘﺴﺠﻴﻞ & اﳌﻮﻗﻊ ا‬c‫ﻧﺪﻋﻮ ﻓﻴﻪ اﳉﻤﻬﻮر اﳌﺴﺘﻬﺪف إ‬ .‫ﳌﻌﺮﻓﺔ اﳌﺰﻳﺪ ﻋﻦ ﻫﺬا اﻟﺸﻌﺎر وﻣﺎ ﳝﺜﻠﻪ‬ ‫ وﻫﻲ اﶈﺎﺿﺮات‬،‫ﺳﺎﻟﻴﺐ اﻟﺘﻘﻠﻴﺪﻳﺔ‬:‫ﻛﺬﻟﻚ ﲢﻮل اﳌﻜﺘﺐ & ﺗﺴﻮﻳﻖ ﻫﺬا اﻟﺸﻌﺎر ﻣﻦ ا‬ ‫ ﺣﻴﺚ ﻧﻨﻈﻢ‬،‫ أﺳﺎﻟﻴﺐ أﺧﺮى ﺗﺨﺮج ﻋﻦ إﻃﺎر اﻟﻨﻤﻄﻴﺔ واﻟﺘﻘﻠﻴﺪﻳﺔ‬c‫ إ‬،‫وورش اﻟﻌﻤﻞ‬ ،“‫ﺣﻤﻠﺔ ﻣﺴﺎﺑﻘﺎت ﺳﻨﻮﻳﺔ & اﻟﺘﺼﻮﻳﺮ ﲢﺖ ﺷﻌﺎر ”أﺑﻮﻇﺒﻲ ﻣﻦ ﺧﻼل ﻋﻴﻮﻧﻜﻢ‬ ‫ إذ ﻛﺎن ﻟﻠﺼﻮر اﻟﺘﻲ ﻗﺪﻣﺖ ﻣﻦ ﺧﻼل‬،O‫وﺣﻘﻘﺖ اﳊﻤﻠﺔ ﳒﺎﺣﺎت ﻣﻨﻘﻄﻌﺔ اﻟﻨﻈ‬ national identity. That was of particular interest to the Abu Dhabi Tourism Authority (ADTA) since it needed to promote a clear identity that captured the essence of Abu Dhabi if it was to develop and encourage tourism to the region. Sheikh Mohammed Bin Zayed Al Nahyan recognized the problem and asked ADTA to collaborate with the EAA to create a brand that would not only showcase Abu Dhabi to the world but also captivate and attract tourists. The team assembled included Reem, who, though still proving herself as an advisor to media affairs, had already shown herself to be an instinctive communicator and inspiring leader. The team quickly initiated actions designed to deﬁne the essence of Abu Dhabi and elements that made up its tourism identity. It performed considerable research both locally and internationally and concentrated on the design and creative aspect of the brand. In 2007 the new ADTA brand was revealed at the acclaimed World Travel Market in London and has since become a tremendous success and an award-winning marketing campaign. The ADTA brand became more than just campaign for tourism; it organically evolved into a project of national signiﬁcance. It had come to deﬁne how Emiratis could best portray themselves and Abu Dhabi to the rest of the world. The immense potential (and importance) of establishing a brand identity was as relevant to businesses and government entities as it was to tourism. With this in mind Sheikh Mohammed Bin Zayed Al Nahyan issued a mandate for the creation of the Office of the Brand of Abu Dhabi (OBAD) and named Reem as its General Manager. Shaping the Cultural Identity of Abu Dhabi ‫ﻣﺎرات؟‬7‫ أﻻ ﺣﺪﺛﺘﻨﺎ ﻋﻦ رﱘ اﻟﺸﻤﺮي اﻟﺸﺎﺑﺔ اﻟﻄﻤﻮﺣﺔ اﻟﺘﻲ ﺳﻄﻊ ﳒﻤﻬﺎ & ا‬،‫ﺑﺪاﻳﺔ‬ ‫رﱘ اﻟﺸﻤﺮي ﻓﺘﺎة إﻣﺎراﺗﻴﺔ ﺗﺘﻤﻠﻜﻬﺎ روح اﳊﻤﺎس واﻟﻨﺸﺎط واﻟﻌﻤﻞ ﻣﻦ أﺟﻞ وﻃﻨﻬﺎ‬ ‫ة ﻋﻠﻰ ﻣﺼﺎﻟﺢ‬O‫ إﻧﻨﻲ أﻋﻤﻞ ﺑﺪاﻓﻊ اﻟﻐ‬.‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة اﳊﺒﻴﺒﺔ‬7‫دوﻟﺔ ا‬ ‫ اﻟﻴﻮم أﺗﻘﻠﺪ ﻋﺪة ﻣﻨﺎﺻﺐ ﻫﻲ ﻣﺪﻳﺮ‬.‫ وﻛﺠﺰء ﻣﻦ رد اﳉﻤﻴﻞ ﻟﻪ‬،‫ﻫﺬا اﻟﻮﻃﻦ اﻟﻌﺰﻳﺰ‬ ‫ﻋﻼﻣﻴﺔ وﻋﻀﻮ & _ﻠﺲ إدارة ﻣﻨﻄﻘﺔ أﺑﻮ ﻇﺒﻲ‬7‫ﻋﺎم ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ ‫ و_ﻠﺲ إدارة‬،‫ و_ﻠﺲ إدارة ﻣﺮﻛﺰ أﺑﻮ ﻇﺒﻲ ﻟﻠﻤﻌﺎرض‬، “54 ‫ﻟ´ﻋﻼم ”ﺗﻮﻓﻮ‬ & ‫ﻛﻤﺎ أﻧﻨﻲ ﻋﻀﻮة‬،‫ وﻫﻲ ﺷﺮﻛﺔ ﻓﻌﺎﻟﻴﺎت ﺗﺎﺑﻌﺔ ﳊﻜﻮﻣﺔ أﺑﻮ ﻇﺒﻲ‬،“‫”ﻓﻼش‬ .‫”_ﻤﻮﻋﺔ اﳌﻬﻤﺎت ﳌﻜﺎﻓﺤﺔ ﺳﺮﻃﺎن اﻟﺜﺪي“ & أﺑﻮ ﻇﺒﻲ‬ “‫ ﻛﻲ أزرع & ﺟﻴﻠﻲ ﻣﻌﻨﻰ ”اﻻﺣ|ام‬،O‫دأﺑﺖ ﻋﻠﻰ ﺗﺒﻨﻲ اﲡﺎﻫﺎت ﺧﻼﻗﺔ & ﺳﺒﻴﻞ اﻟﺘﻐﻴ‬ ‫ ﻟﻴﻨﻌﻢ‬،‫ ﺑﺄﺳﺮه‬E‫ ﺑﻞ واﻟﻌﺎ‬،‫ اﻟﻮﻃﻦ ﻛﻜﻞ‬c‫ ﻳﺤﻤﻞ ﻫﺬا اﻟﺸﻌﺎر إ‬jO‫ﻛﻮن ﺳﻔ‬:‫و‬ -‫ اﻟﺘﻲ أرﺳﺎﻫﺎ ﻣﺆﺳﺲ دوﻟﺔ اﻻﻣﺎرات اﳌﻐﻔﻮر ﻟﻪ‬،‫اﳉﻤﻴﻊ ﺑﻬﺬه اﻟﻘﻴﻢ اﻟﻨﺒﻴﻠﺔ‬ ‫ داﻋﻴﺔ اﻟﺘﺴﺎﻣﺢ واﻟﺘﺂﺧﻲ اﻟﺬي زرع‬،‫ اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬-‫ﺑﺈذن ا‬ . ‫ﺑﺬرة اﻟﻌﻄﺎء ﻟﻨﺤﺼﺪﻫﺎ اﻟﻴﻮم‬ ‫ﺗﻚ اﻟﺘﻌﻠﻴﻤﻴﺔ؟‬O‫ﻣﺎذا ﻋﻦ ﻣﺴ‬ ‫ وﺗﺎﺑﻌﺖ‬،‫ﻋﻤﺎل & ﺟﺎﻣﻌﺔ زاﻳﺪ‬:‫ﺣﺼﻠﺖ ﻋﻠﻰ درﺟﺔ اﻟﺒﻜﺎﻟﻮرﻳﻮس ﻣﻦ ﻛﻠﻴﺔ إدارة ا‬ ،‫ﻋﻤﺎل‬:‫ اﻟﺘﻨﻔﻴﺬي & إدارة ا‬O‫ أن ﺣﺼﻠﺖ ﻋﻠﻰ درﺟﺔ اﳌﺎﺟﺴﺘ‬c‫دراﺳﺘﻲ ﻓﻴﻬﺎ إ‬ ‫ وﻫﺎ‬،‫وﻧﺼﺒﺖ ﺧﻼل ﻓ|ة دراﺳﺘﻲ ﻟﺸﻬﺎدة اﻟﺒﻜﺎﻟﻮرﻳﻮس رﺋﻴﺴﺔ ﻻﲢﺎد اﻟﻄﻠﺒﺔ‬ ‫ اﻟﺘﺎﺑﻊ ﻟﻜﻠﻴﺔ إدارة‬،‫أﻧﺎ ان ﻋﻀﻮة _ﻠﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ اﻟﻮﻃﻨﻲ ﻟﻼﺳﺘﺸﺎرات‬ .‫ﻋﻤﺎل‬:‫ا‬ ‫ﺣﺐ اﻟﻮﻃﻦ‬ ‫ﺣﺪﻳﺜﻚ ﺑﻬﺬه اﻟﻐﺰارة اﻟﻮﻃﻨﻴﺔ ﲢﻔﺰﻧﺎ ﻟﻨﺴﻤﻊ ﻣﻨﻚ ﺗﻌﺮﻳﻔﻚ ﳊﺐ اﻟﻮﻃﻦ ؟‬ ‫ ﺣﺐ اﻟﻮﻃﻦ ﻫﻮ‬،‫ﻣﺎن‬:‫ا‬... ‫ﻣﻦ‬:‫ ا‬.. ‫ ﻓﻬﻮ اﻻﲢﺎد‬،‫ﺳﻤﻰ‬:‫ﻣﺎرات – اﻟﻘﻴﻤﺔ ا‬7‫ ا‬- ‫اﻟﻮﻃﻦ‬ ‫ ﻫﺬه ﺣﺎﻟﺘﻲ إذا‬،‫ﻧﺴﺎﻧﻴﺔ‬7‫اﳊﻴﺎة وﺑﺘﻌﺮﻳﻔﻪ ﺗﺘﺠﻠﻰ & ﻧﻔﺴﻲ أرﻗﻰ اﳌﺸﺎﻋﺮ ا‬ ‫ ﺑﻞ ﺗﺘﺠﻠﻰ ﻟﺪي‬،‫ ﻻ أﺟﺪ ﻟﺘﻌﺮﻳﻔﻪ ﻛﻠﻤﺎت وﻻ أﺗﺸﺪق ﺑﺸﻌﺎرات‬.‫ﻋﺮﻓﺖ اﻟﻮﻃﻦ‬ ‫ أﻓﻌﺎل ﺗﻌﻜﺲ اﳊﻔﺎظ ﻋﻠﻰ ﺻﻮرة اﻟﻮﻃﻦ‬c‫أﺣﺎﺳﻴﺲ وﻣﺸﺎﻋﺮ ﺻﺎدﻗﺔ ﺗ|ﺟﻢ إ‬ .‫اﺗﻪ وﻣﻨﺠﺰاﺗﻪ‬O‫واﳊﻔﺎظ ﻋﻠﻰ ﻣﻘﺪراﺗﻪ وﺧ‬ A Leader is Born Reem, the ﬁrst member of her family to go to university, excelled at Zayed University and graduated with a Bachelors degree in Business Marketing. She continued her education at the University by fulﬁlling the requirement for the Executive Masters Degree in Business Administration. Reem’s experiences at the University have played an instrumental role in her success. Indeed it was the setback she received when ﬁrst seeking a position on the Student Council in Abu Dhabi that constituted one of her ﬁrst career challenges. She dealt with the challenge by showing courage and perseverance and relying on her belief in herself. She showed the characteristics of leadership and eventually became the President of the Student Council. Reem is still very much involved with Zayed University as she sits on the National Advisory Board for the College of Business Sciences and keeps in touch with many graduates and current students. But her life developed beyond the University, ﬁrst when she became the Senior Communications Officer at Mubdala Development Company and then when she joined the Strategic Communications Affairs Advisory Unit of the Executive Affairs Authority (EAA). Branding Tourism: An Award-Winning Campaign In her early days at the EAA, Reem played a role in the development of one of Abu Dhabi’s most important projects. Abu Dhabi was experiencing an unprecedented development and change to its society that raised community concerns that Abu Dhabi might be losing its 116 Reem and the team at OBAD received the mission to build a comprehensive and consolidated identity that would become the trademark characterizing Abu Dhabi. Following extensive research, OBAD decided upon the concept of Respect as the essence of the Abu Dhabi brand. It is a natural evolution of brand Abu Dhabi because Respect is at the very heart of Emirati national customs and traditions and of Sheikh Zayed’s exceptional leadership. In fact, OBAD has routinely measured its deliberations and actions by asking whether or not Sheikh Zayed would have approved them as being respectful. The use of Respect as the essence of the Abu Dubai brand is inspired and wise. Respect speaks to the new Emirati generation by reconnecting them with their heritage and at the same time reassures the older generation that their heritage and traditions will not be forgotten. It also establishes a clear message and identity for the future. The challenges for OBAD were plentiful but not insurmountable. Its success rested (and still does) upon every citizen and resident becoming a practicing ambassador of the brand. OBAD worked to establish effective strategies to communicate the brand to a diverse, multicultural public and to ensure that Respect was actually practiced and properly endorsed so that it did not become a mere slogan or just a logo. Accordingly OBAD implemented an educational program involving a range of innovative initiatives and campaigns designed to build understanding of the brand across the community. ‫اﻟﺸﻴـﺦ‬ ‫زاﻳـﺪ‬ ‫أرﺳﻰ ﻗﻴﻢ اﻻﺣﺘﺮام‬ ‫واﻟﺘﺴﺎﻣﺢ ﻓﻲ اﻟﺪوﻟﺔ‬ Sheikh Zayed has forged the virtues of respect and lenience in the country ،‫ﻫﺬا اﻟﻄﻤﻮح واﻟﺘﺪﻓﻖ & اﻻﺳﺘﻌﺪاد واﻟﻌﻄﺎء ﻳﻨﺒﺌﻨﺎ أن ﻟﺪﻳﻚ اﳌﺰﻳﺪ ﻣﻦ اﳌﺴﺎﻫﻤﺎت‬ ‫ﻓﻬﻞ ﻟﻚ أن ﺗﺨﺼﻲ ﺑﻬﺎ ﻫﺬا اﳊﻮار؟‬ ‫ ﺑﺴﻤﺎع ﻣﻼﺣﻈﺎت وﺷﻬﺎدات‬j‫ وﻛﻨﺖ أﺳﻌﺪ ﺟﺪ‬،‫ ﻋﻦ ﻧﻔﺴﻲ‬jO‫ﻻ أﺣﺐ اﻟﺘﺤﺪث ﻛﺜ‬ ‫ﺳ|اﺗﻴﺠﻴﺔ‬7‫ وﻟﻜﻦ ﳝﻜﻨﻨﻲ اﻟﻘﻮل ﻫﻨﺎ إﻧﻨﻲ أﺳﻬﻤﺖ & رﺳﻢ اﳋﻄﻂ ا‬،‫اﺧﺮﻳﻦ‬ ‫ واﻟﺬي ﻧﻘﺪم ﻣﻦ ﺧﻼﻟﻪ‬،‫ﻋﻼﻣﻴﺔ‬7‫ﻟﻼﺗﺼﺎل & ﻣﻜﺘﺐ أﺑﻮ ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ & ‫ ﲟﺎ‬،‫ﺳ|اﺗﻴﺠﻴﺔ & _ﺎل اﻻﺗﺼﺎل ﳊﻜﻮﻣﺔ أﺑﻮﻇﺒﻲ‬7‫اﻻﺳﺘﺸﺎرات واﻟاﻣﺞ ا‬ c‫ إﺿﺎﻓﺔ إ‬،‫ وإﻋﺪاد ﺑﺮاﻣﺞ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪﺑﻠﻮﻣﺎﺳﻴﺔ اﻟﺪوﻟﻴﺔ‬،‫ذﻟﻚ ﺗﻄﻮﻳﺮ اﻟﺴﻴﺎﺳﺎت‬ .‫اﳌﺸﺎرﻳﻊ اﳋﺎﺻﺔ‬ ‫ﻋﻠﻰ؟‬:‫ﻣﻦ ﻫﻮ ﻣﺜﻠﻚ ا‬ ‫ اﻟﻮاﻟﺪ اﳌﺆﺳﺲ‬،‫ ﻃﻴﺐ ا ﺛﺮاه وأﺳﻜﻨﻪ ﻓﺴﻴﺢ ﺟﻨﺎﺗﻪ‬،‫ﻣﺎرات‬7‫إﻧﻪ روح ﺻﺎﻧﻊ ﻫﻮﻳﺔ ا‬ ‫ ﻳﺪﺧﺮ وﻗﺘﺎ أو‬E ‫ اﳊﻜﻤﺔ اﳌﺰﺟﺎة ﻟﻬﺬا اﻟﻮﻃﻦ وأﺑﻮ ﻫﻮﻳﺘﻪ واﻟﺬي‬،‫اﻟﺸﻴﺦ زاﻳﺪ‬ ‫ ﻧﻬﻀﺔ ﻫﺬا اﻟﺼﺮح‬a‫ب واﻟﻘﺎﺋﺪ وﺑﺎ‬:‫ ﻓﻬﻮ ا‬،‫ﻣﺎرات اﳊﺒﻴﺒﺔ‬7‫ﺟﻬﺪا & ﺧﺪﻣﺔ أﺑﻨﺎء ا‬ .‫ ﻣﻨﻪ‬j‫ أﻓﻴﻪ ﺣﻘﻪ أو ﺣﺘﻰ ﺟﺰء‬a‫ ﻻ أﺣﺴﺐ أ‬،‫ واﻟﺬي ﻣﻬﻤﺎ ﻗﻠﺖ ﻋﻨﻪ‬،‫اﻟﻌﻈﻴﻢ‬ The Future of Abu Dhabi Looks Bright Reem believes she is blessed to have had the opportunities that have come her way, and her modesty translates into a genuine desire, passion, and commitment to continue to do her best for her country. Reem exempliﬁes the outcome of the Zayed University mission to prepare its students to become leaders. Reem’s message to Zayed University students suggests the spirit of her leadership: that they should have high ambitions because “if you aim for the moon and cannot get there, you will at least have reached the stars.” This is Reem Yousef Al Shemari: yesterday’s graduate of Zayed University; today’s new brand of Emirati female leader, helping to shape the future of the UAE. ،‫ واﻻﺣﺘﻔﺎء ﺑﻪ ﻣﻦ اﳉﻤﻴﻊ‬،‫ ﻓﻌﻞ اﻟﺴﺤﺮ & ﺗﻮﺳﻴﻊ آﻓﺎﻗﻪ‬،“‫ﻓﻬﻢ اﻟﺸﻌﺎر ”اﺣ|ام‬ .“‫ ﻣﻦ أﻟﻒ ﻛﻠﻤﺔ‬O‫ﻓﻜﻤﺎ ﻳﻘﺎل ”رب ﺻﻮرة ﺧ‬ ‫ﻫﻞ ﳌﺴﺘﻢ أﺛﺮ ﳒﺎح ﻫﺬه اﳊﻤﻼت ؟ وﻛﻴﻒ؟‬ ‫ﺳﻄﺒﻼت‬7‫ ﺟﺎء ذﻟﻚ ﻣﻦ ﺧﻼل ﻃﻠﺐ ﻛﻞ ﻣﻦ ا‬،‫& اﳊﻘﻴﻘﺔ ﺗﻠﻘﻴﻨﺎ اﺳﺘﺠﺎﺑﺎت ﻣﺸﺠﻌﺔ‬ ‫ وﻫﻴﺌﺔ اﻟﺴﻴﺎﺣﺔ ﺑﺄﺑﻮ ﻇﺒﻲ ﻳﺆﻛﺪ‬،‫ اﻟﺘﺎﺑﻌﺔ ﻟﻠﺸﻴﺦ زاﻳﺪ ﻃﻴﺐ ا ﺛﺮاه‬،‫اﳌﻠﻜﻴﺔ‬ ‫ وﻫﻮ ﻣﺎ دﻋﻤﻪ‬،‫ﻋﻼﻣﻴﺔ اﳋﺎﺻﺔ ﺑﺄﺑﻮ ﻇﺒﻲ‬7‫رﻏﺒﺘﻬﻤﺎ & ﺗﺒﻨﻲ اﻟﺸﻌﺎر واﻟﻬﻮﻳﺔ ا‬ .‫ﻣﻜﺎﻧﻴﺎت‬7‫اﳌﻜﺘﺐ ﺑﻜﻞ ا‬ ‫دور اﻟﻘﻴﺎدة وﺻﻨﺎﻋﺔ اﻟﻘﺎدة‬ ‫ دور اﻟﻘﻴﺎدة & ﺻﻨﺎﻋﺔ اﻟﻘﺎدة؟‬c‫ﻛﻴﻒ ﺗﻨﻈﺮﻳﻦ إ‬ ‫ ﺗﺪﺧﺮ ﻗﻴﺎدﺗﻨﺎ اﳊﻜﻴﻤﺔ ﺟﻬﺪا & ﺑﻨﺎء ﺟﻴﻞ ﻣﺘﻌﻠﻢ وواع وﻣﺜﻘﻒ‬E ،‫ﻣﺮ‬:‫& ﺣﻘﻴﻘﺔ ا‬ ‫ﻣﺮ اﻟﺬي ﻳﺘﻀﺢ ﻣﻦ ﺧﻼل ﻋﻤﻠﻬﺎ‬:‫ ا‬،‫وﻗﺎدر ﻋﻠﻰ ﺗﻮ زﻣﺎم اﳌﺒﺎدرة واﻟﻘﻴﺎدة‬ ً ‫ﻣﺎرات‬7‫اﻟﺪءوب واﳉﺎد ﻟﺘﺼﺒﺢ ا‬ .‫ﻣﻨﺎرة ﻣﻦ ﻣﻨﺎرات اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬ ‫ ﺗﺘﺄﺧﺮ اﻟﻘﻴﺎدة اﻟﺮﺷﻴﺪة ﻳﻮﻣﺎ ﻋﻦ دﻓﻊ ﻫﺬه اﻟﻘﻴﺎدات اﻟﺸﺎﺑﺔ ﻗﺪﻣ & ﻣﻌ|ك‬E‫و‬ ‫اﳊﻴﺎة اﻟﺴﻴﺎﺳﻴﺔ واﻻﻗﺘﺼﺎدﻳﺔ واﻻﺟﺘﻤﺎﻋﻴﺔ؛ ﻟﺒﻨﺎء ﺻﻮرة ﻣﺸﺮﻓﺔ ﳌﺴﺘﻘﺒﻞ أﺑﻮ‬ ‫ ﺣﻴﺚ أﻋﻄﻰ اﻟﻔﺮﻳﻖ أول ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ‬،‫ ورﻓﻊ راﻳﺔ اﻟﻮﻃﻦ ﺧﻔﺎﻗﺔ‬،‫ﻇﺒﻲ‬ ‫ رﺋﻴﺲ‬،‫ﻋﻠﻰ ﻟﻠﻘﻮات اﳌﺴﻠﺤﺔ‬:‫ ﻧﺎﺋﺐ اﻟﻘﺎﺋﺪ ا‬،‫ و ﻋﻬﺪ أﺑﻮ ﻇﺒﻲ‬،‫زاﻳﺪ آل ﻧﻬﻴﺎن‬ ‫ أﻣﺮا ﺑﺘﺄﺳﻴﺲ ﻣﻜﺘﺐ أﺑﻮ‬،‫ ﺣﻔﻈﻪ ا ورﻋﺎه‬،‫اﺠﻤﻟﻠﺲ اﻟﺘﻨﻔﻴﺬي ﺑﺈﻣﺎرة أﺑﻮ ﻇﺒﻲ‬ .‫ﻋﻼﻣﻴﺔ‬7‫ﻇﺒﻲ ﻟﻠﻬﻮﻳﺔ ا‬ The educational program has succeeded as it built on the innate patriotism of the Emirati people. In the ﬁrst year, OBAD published an advertisement on the internet inviting the people to register if they wanted to know more about the identity of Abu Dhabi. This campaign attracted over ﬁve times more interest that had been anticipated. The same success was met when OBAD issued a questionnaire to gather data about the public’s view on Abu Dhabi’s national identity. Around 2,000 individuals from ﬁfty-ﬁve different nationalities contributed in the ﬁrst year, and 4,000 from 77 different nationalities, in the second year. OBAD has steered away from using only workshops and lectures as the route to communicate with the public. One of their most visible and successful campaigns is the annual photography competition “Abu Dhabi Through Your Eyes.” People have embraced the competition, and images representing their idea of the national identity have become a celebration of the essence of Abu Dhabi and Respect. Spearheading Future Initiatives Work is ongoing at OBAD where the team is constantly developing new approaches to communicate the Abu Dhabi brand. One such recent initiative has been the opening of the Abu Dhabi events website. A work in progress, it brings together the events of many different organizations in Abu Dhabi all in one comprehensive portal. OBAD’s initiative is laudable and necessary and its services are much in demand. The team assists both public and private sector organizations to integrate the brand promise into their operations, including sponsored events in Abu Dhabi. On these projects OBAD emphasizes its culture of Respect and the need to exhibit Respect in its dealings with others. Examples of its success include the continuing support of the ADTA branding project and the branding of the Royal Stables where Sheikh Zayed kept his horses. 119 Reem’s role at OBAD is not for the fainthearted. She shoulders the enormous responsibility of protecting and promoting the image and identity of one of the most exciting and dynamic economies of the world. Her actions give the international face to Abu Dhabi. Balancing Multiple Identities In addition to her role as General Manager at OBAD, Reem is also Senior Strategic Communications Advisor at the EAA. Here she is responsible for providing strategic communications advice and program implementation to the Government of Abu Dhabi across all areas of its operations, including policy development, international public diplomacy programs, and special projects. The love of a Nation is fostered by actions and deeds rather than by resounding words ‫اﻟـﻮﻃـــﻦ‬ ‫أﻛـﺒـﺮ ﻣــﻦ أي ﻛـﻠـﻤـﺔ‬ ‫ﻓﻌﺎل ﺗﺮﺟﻤﺔ ﻟﺤﺒﻪ‬1‫وا‬ If that were not demanding enough, Reem also sits on the board of directors for Abu Dhabi Media Zone (Twofour 54), the board of the Abu Dhabi National Exhibition Centre, the Board of Flash (an Abu Dhabi Government events company), the National Advisory Board for the College of Business Sciences at Zayed University, and the breast cancer task force for Abu Dhabi. Juggling such an array of obligations is no mean feat, yet Reem does so with grace, whilst also ensuring the balance between work and life are maintained so that she upholds and respects Emirati traditions. 118 :±ô°ûdG áMƒd IÒ°ùŸG AÉcô°T Honor Roll: Distinguished Partners Honor Roll: Distinguished Partners »eÓ°SE’G πjƒªàdG ‘ …ôgÉ¶dG ó°TGQ øH ¿É£∏°S »°Sôc Sultan bin Rashed Al Dhahiri Chair in Islamic Finance áeÉ©dG áë°üdG ‘ √OƒªM øH »°Sôc Bin Hamoodah Chair in Public Health ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﺳﻠﻄﺎن اﻟﻈﺎﻫﺮي‬ H.E. Sheikh Nahayan and H.E. Sultan Al Dhaheri 123 ‫ ﻛﺮﺳﻴ ﻋﻠﻰ‬،‫ ﺳﻌﺎدة ﺳﻠﻄﺎن ﺑﻦ راﺷﺪ اﻟﻈﺎﻫﺮي‬،‫ﻋﻤﺎل‬:‫أﺳﺲ رﺟﻞ ا‬ ‫ﺳﻼﻣﻲ‬7‫ ا‬E‫ﺳﻼﻣﻲ & ﻣﻌﻬﺪ دراﺳﺎت اﻟﻌﺎ‬7‫درﺟﺔ اﻟﺮﺋﻴﺲ & اﻟﺘﻤﻮﻳﻞ ا‬ ‫ وﺳﺘﻘﻮم اﳉﺎﻣﻌﺔ ﺑﺘﻌﻴﲔ ذوي‬.‫& ﺟﺎﻣﻌﺔ زاﻳﺪ ﺑﻘﻴﻤﺔ ﻋﺸﺮة ﻣﻼﻳﲔ درﻫﻢ‬ ‫ﺳﻼﻣﻲ ﳑﺎ ﻳﺴﺎﻋﺪ & إﻧﺘﺎج ﺑﺤﻮث ﻋﻠﻤﻴﺔ‬7‫اﻟﻜﻔﺎءة واﳋة & اﻟﺘﻤﻮﻳﻞ ا‬ & ‫ﺳﻼﻣﻲ وﺧﺼﻮﺻﺎ‬7‫ﻣﻦ ﺷﺄﻧﻬﺎ اﳌﺴﺎﻫﻤﺔ & دﻋﻢ ورﻓﻌﺔ اﻟﺘﻤﻮﻳﻞ ا‬ .‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫دوﻟﺔ ا‬ H.E. Sultan bin Rashed Al Dhaheri endowed a Chair in Islamic Finance in the Institute for Islamic World Studies at Zayed University for AED 10 million. Zayed University will appoint a scholar who has extensive knowledge of global best practices in the subject of ﬁnance to produce scholarly research that will advance Islamic Finance with a special emphasis on the United Arab Emirates. 122 ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﻓﺮج ﺑﻦ ﺣﻤﻮده‬ ‫أﺳﺲ ﺳﻌﺎدة ﻓﺮج ﺑﻦ ﺣﻤﻮده أول ﻛﺮﺳﻲ أﺳﺘﺎذﻳﺔ & ﺟﺎﻣﻌﺔ زاﻳﺪ ﺑﻘﻴﻤﺔ‬ .‫ ﻟﻴﻜﻮن ﺑﺪاﻳﺔ اﻧﻄﻼق اﻟﺼﻨﺪوق اﻟﻮﻗﻔﻲ ﺑﺠﺎﻣﻌﺔ زاﻳﺪ‬،‫ﻋﺸﺮة ﻣﻼﻳﲔ درﻫﻢ‬ ‫ﻳﻌﺘ ﻛﺮﺳﻲ ﺑﻦ ﺣﻤﻮده & اﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ أول وﻗﻒ ﺗﻌﻠﻴﻤﻲ & ﺟﺎﻣﻌﺔ‬ ‫ ﺗﺸﺠﻴﻊ اﻟﺪراﺳﺔ‬c‫ وﻳﻬﺪف إ‬،‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬7‫ﺣﻜﻮﻣﻴﺔ & دوﻟﺔ ا‬ .‫واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ & اﳌﻴﺎدﻳﻦ اﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺼﺤﺔ اﻟﻌﺎﻣﺔ & اﻟﺪوﻟﺔ‬ H.E. Sheikh Nahayan and H.E. Faraj bin Hamoodah H.E. Faraj bin Hamoodah established the ﬁrst chair in Zayed University for AED 10 million, which marked the start of Zayed University’s Endowment Fund. Bin Hamoodah Chair in Public Health, the ﬁrst endowment in a federal University in the United Arab Emirates aims to encourage and stimulate research in the ﬁeld of public health that will beneﬁt the country and the region. Honor Roll: Distinguished Partners »eÓ°SE’G OÉ°üàb’G ‘ √OƒHÉædG áØ«∏N »°Sôc Khalifa Al Nabooda Professorship in Islamic Economics IQGOE’G Ωƒ∏Y ‘ QƒàÑ◊G óªMCG ∞∏N »°Sôc Khalaf Ahmad Al Habtoor Chair in Business Sciences ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﺧﻠﻴﻔﺔ اﻟﻨﺎﺑﻮده‬ H.E. Sheikh Nahayan and H.E. Khalifa Al Nabooda 125 ‫أﺳﺲ ﺳﻌﺎدة ﺧﻠﻴﻔﺔ ﺟﻤﻌﺔ اﻟﻨﺎﺑﻮده ّأول ﻛﺮﺳﻲ أﺳﺘﺎذﻳﺔ & ﻣﻌﻬﺪ‬ ‫ ﺳﻴﻤﻜﻦ ﻛﺮﺳﻲ ﺧﻠﻴﻔﺔ اﻟﻨﺎﺑﻮده‬.‫ﺳﻼﻣﻲ & ﺟﺎﻣﻌﺔ زاﻳﺪ‬7‫ ا‬E‫دراﺳﺎت اﻟﻌﺎ‬ ‫ﺳﻼﻣﻲ‬7‫ﺳﻼﻣﻲ دراﺳﺔ اﳌﻮاد اﳌﺘﻌﻠﻘﺔ ﺑﺎﻻﻗﺘﺼﺎد ا‬7‫& اﻻﻗﺘﺼﺎد ا‬ ،‫ﺳﻼﻣﻴﺔ‬7‫ﻛﺎﳋﺪﻣﺎت اﳌﺼﺮﻓﻴﺔ واﻻﺳﺘﺜﻤﺎرات اﳌﺘﻮاﻓﻘﺔ ﻣﻊ اﻟﺸﺮﻳﻌﺔ ا‬ ‫ واﳌﺒﺎدئ اﻟﺘﺎرﻳﺨﻴﺔ واﳊﺎﻟﻴﺔ & اﳌﺼﺎرف‬،‫ﺳﻼﻣﻲ‬7‫وﺗﻄﻮر اﻻﻗﺘﺼﺎد ا‬ ‫ﺳﻼﻣﻴﺔ & اﳌﺆﺳﺴﺎت اﻟﺘﺠﺎرﻳﺔ‬7‫ﻋﻤﺎل ا‬:‫ وﺗﻄﻮﻳﺮ ﻣﺒﺎدرات ا‬،‫ﺳﻼﻣﻴﺔ‬7‫ا‬ .‫واﺧﺮ اﻟﻘﺮن اﻟﻌﺸﺮﻳﻦ‬: ‫ﺳﻼﻣﻲ‬7‫اﳋﺎﺻﺔ وﺷﺒﻪ اﳋﺎﺻﺔ ﻟﻠﻤﺠﺘﻤﻊ ا‬ H.E. Khalifa Juma Al Nabooda established the ﬁrst endowed professorship in the Institute for Islamic World Studies at Zayed University. The Khalifa Al Nabooda Professorship in Islamic Economics will make it possible for a scholar to focus on Islamic economics such as Sharia compliant banking and investments, the development of Islamic economics, the historical and current principles of Islamic banking, and the development of late 20th century Islamic business initiatives in private and semi-private commercial institutions within the Muslim community. 124 ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﺧﻠﻒ اﳊﺒﺘﻮر‬ ‫ رﺋﻴﺲ _ﻠﺲ إدارة _ﻤﻮﻋﺔ اﳊﺒﺘﻮر‬،‫أﺳﺲ ﺳﻌﺎدة ﺧﻠﻒ أﺣﻤﺪ اﳊﺒﺘﻮر‬ ‫دارﻳﺔ ﺑﻘﻴﻤﺔ ﻋﺸﺮة ﻣﻼﻳﲔ‬7‫ﻛﺮﺳﻴ ﻋﻠﻰ درﺟﺔ اﻟﺮﺋﻴﺲ & ﻛﻠﻴﺔ اﻟﻌﻠﻮم ا‬ ‫دارة اﺠﻤﻟﺎل أﻣﺎم اﳉﺎﻣﻌﺔ‬7‫ ﻳﺘﻴﺢ ﻛﺮﺳﻲ ﺧﻠﻒ أﺣﻤﺪ اﳊﺒﺘﻮر & ﻋﻠﻮم ا‬.‫درﻫﻢ‬ ‫ﻛﺰ‬O‫ ﺣﻴﺚ ﺳ‬،‫ﻟﺘﻌﻴﲔ ﻋﻀﻮ ﻫﻴﺌﺔ ﺗﺪرﻳﺲ ﻣﻦ ذوي اﻟﻜﻔﺎءة واﳋة اﻟﻌﺎﳌﻴﺔ‬ ‫ﻣﺎرات اﻟﻌﺮﺑﻴﺔ‬7‫اﻟﻜﺮﺳﻲ ﻋﻠﻰ إدارة اﺨﻤﻟﺎﻃﺮ ﻟﻠﺸﺮﻛﺎت اﻟﻜى & دوﻟﺔ ا‬ .‫اﳌﺘﺤﺪة‬ H.E. Sheikh Nahayan and H.E. Khalaf Al Habtoor H.E. Khalaf Ahmad Al Habtoor endowed a chair in the College of Business Sciences for AED 10 million. The Khalaf Ahmad Al Habtoor Chair in Business Sciences has opened a position for the appointment of a distinguished faculty member, who will be a pioneer in Business Sciences. The chair will focus on Risk Management for Business Conglomerates in the United Arab Emirates. Honor Roll: Distinguished Partners IOó©àŸG §FÉ°SƒdG ‘ hO äGÈàﬂ du Multimedia Laboratories Iô◊G ∫ÉªYC’G ‘ QÉªYEG »°Sôc Emaar Professorship in Entrepreneurship ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن و اﻟﺴﻴﺪ ﺳﻠﻄﺎن ﻋﺜﻤﺎن‬ H.E. Sheikh Nahayan and Mr. Sultan Osman 127 ‫ﻗﺎﻣﺖ ﺷﺮﻛﺔ اﻻﺗﺼﺎﻻت اﳌﺘﻜﺎﻣﻠﺔ "دو“ ﺑﺘﺄﺳﻴﺲ ﺘات ﻟﻠﻮﺳﺎﺋﻂ‬ ‫ ﺳﺘﻬﻴﺊ ﺘات‬.‫اﳌﺘﻌﺪدة & ﺟﺎﻣﻌﺔ زاﻳﺪ ﺑﻘﻴﻤﺔ أرﺑﻌﺔ ﻣﻼﻳﲔ درﻫﻢ‬ ‫”دو“ ﻟﻠﻮﺳﺎﺋﻂ اﳌﺘﻌﺪدة اﳌﻨﺎخ واﻟﻘﺎﻋﺪة اﳌﻨﺎﺳﺒﺔ ﻟﺘﻄﻮﻳﺮ اﳌﻬﺎرات‬ ‫ﻋﻼم ﻟﻠﺘﻄﺒﻴﻘﺎت اﻟﺘﻘﻠﻴﺪﻳﺔ واﳌﺘﻨﻘﻠﺔ‬7‫ﳒﻠﻴﺰﻳﺔ ﻟﻄﻠﺒﺔ ا‬7‫ﺑﺎﻟﻠﻐﺘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ وا‬ .“‫ إن ﺟﺎﻣﻌﺔ زاﻳﺪ ﻓﺨﻮرة ﺑﻬﺬه اﳌﺒﺎدرة اﳌﺒﺘﻜﺮة ﻣﻦ ”دو‬.‫ﻋﻠﻰ ﺣﺪ ﺳﻮاء‬ Emirates Integrated Telecommunications Company PJSC (du) has embarked on the creation of state-of-the-art Multimedia Laboratories at Zayed University worth AED 4 million, which will provide 21st Century media skills. The du Multimedia Laboratories will provide a multi-platform environment where students will develop strong Arabic and English writing and visual skills to create content in both traditional media and mobile platforms. Zayed University is proud to partner with du on this innovative and dynamic initiative. 126 ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﻤﺪ اﻟﻌﺒﺎر‬ ‫دارة‬7‫ﺳﺘﺎذﻳﺔ & ﻛﻠﻴﺔ ﻋﻠﻮم ا‬:‫أﺳﺴﺖ إﻋﻤﺎر اﻟﻌﻘﺎرﻳﺔ ﻛﺮﺳﻲ ﻋﻠﻰ درﺟﺔ ا‬ ‫ﻋﻤﺎل‬:‫ وﺳﻴﻤﻜﻦ ﻛﺮﺳﻲ إﻋﻤﺎر & ا‬.‫ﺑﺎﳉﺎﻣﻌﺔ ﺑﻘﻴﻤﺔ ﺧﻤﺴﺔ ﻣﻼﻳﲔ درﻫﻢ‬ ‫اﳊﺮة ﻣﻦ ﻣﻨﻈﻮر‬ ‫ﻋﻤﺎل‬:‫اﳊﺮة اﻟﺪارﺳﲔ ﻣﻦ ﺗﻄﻮﻳﺮ أﻓﻜﺎرﻫﻢ & ﻣﻨﺎﻫﺞ ا‬ ّ .‫إﻗﻠﻴﻤﻲ وﻋﺎﳌﻲ‬ H.E. Sheikh Nahayan and H.E. Mohammad AlAbbar Emaar Properties PJSC endowed a professorship in the College of Business Sciences for AED 5 million. The Emaar Professorship in Entrepreneurship will be assigned to the College of Business Sciences. This Professorship will make it possible for a scholar to focus on topics related to entrepreneurship from both a global perspective and regional perspective. ‫إن اﻟﻮﻃﻦ ﻳﻨﺘﻈﺮ ﻣﻨﺎ اﻟﻜﺜ‪ O‬واﻟﺸﻌﺐ ﻳﺘﻄﻠﻊ إ‪ c‬أﻋﻤﺎﻟﻨﺎ‪ ،‬وﻧﺤﻦ ﺟﻤﻴﻌ ﺷﺮﻛﺎء & اﳌﺴﺆوﻟﻴﺔ‪.‬‬ ‫اﻟﺸﻴﺦ زاﻳﺪ ﺑﻦ ﺳﻠﻄﺎن آل ﻧﻬﻴﺎن‬ ‫اﻟﺮﺋﻴﺲ اﻟﺮاﺣﻞ وﻣﺆﺳﺲ دوﻟﺔ ا‪7‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﳌﺘﺤﺪة‬ Events ‫ﺣﻔﻞ ﺗﺨﺮﻳﺞ اﻟﺪﻓﻌﺔ اﻟﻌﺎﺷﺮة‬ 2 1 ‫ﺷﻬﺪ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم ﻧﺎﺋﺐ رﺋﻴﺲ اﻟﺪوﻟﺔ‬ ‫ وﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺣﻤﺪ ﺑﻦ ﻤﺪ‬،‫رﺋﻴﺲ _ﻠﺲ اﻟﻮزراء ﺣﺎﻛﻢ دﺑﻲ‬ ‫ وﺳﻤﻮ اﻟﺸﻴﺦ ﺣﻤﺪان ﺑﻦ ﻤﺪ‬،‫ة‬O‫ﻋﻠﻰ ﺣﺎﻛﻢ اﻟﻔﺠ‬:‫اﻟﺸﺮﻗﻲ ﻋﻀﻮ اﺠﻤﻟﻠﺲ ا‬ ‫ وﺳﻤﻮ اﻟﺸﻴﺦ‬،‫ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم و ﻋﻬﺪ دﺑﻲ رﺋﻴﺲ اﺠﻤﻟﻠﺲ اﻟﺘﻨﻔﻴﺬي‬ ‫ وﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل‬،‫ة‬O‫ﻤﺪ ﺑﻦ ﺣﻤﺪ اﻟﺸﺮﻗﻲ و ﻋﻬﺪ اﻟﻔﺠ‬ ‫ ﻃﺎﻟﺒﺔ‬579 ‫ﻧﻬﻴﺎن وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ ﺗﺨﺮﻳﺞ‬ .‫ وذﻟﻚ & ﻣﺮﻛﺰ دﺑﻲ اﻟﺘﺠﺎري اﻟﻌﺎﳌﻲ‬،‫واﻟﻼﺗﻲ ﳝﺜﻠﻦ اﻟﺪﻓﻌﺔ اﻟﻌﺎﺷﺮة ﻟﻠﺠﺎﻣﻌﺔ‬ 1 10th Graduation Ceremony With the honorable presence of H.H. Sheikh Mohammad bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai, along with H.H. Sheikh Hamad bin Mohammed Al Sharqi, Supreme Council Member and Ruler of Fujairah, H.H. Sheikh Hamdan bin Mohammed bin Rashid Al Maktoum, Crown Prince of Dubai, H.H. Sheikh Mohammed Bin Hamad Al Sharqi, Crown Prince of Fujairah and H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education & Scientiﬁc Research, President of Zayed University, 579 graduates received their degrees in its 10th graduation ceremony, which was held at the Dubai World Trade Centre. 131 4 3 ‫ اﻟﺸﻴﺨﺔ ﻣﺮﱘ ﺑﻨﺖ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم ﺗﻠﻘﻲ‬1 Sheikha Maryam bint Mohammed bin ‫ﻛﻠﻤﺔ ﻧﻴﺎﺑﺔ ﻋﻦ اﳋﺮﻳﺠﺎت‬ Rashid Al Maktoum giving a speech on behalf of the graduates & ‫ ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ وﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن‬2 H.H. Sheikh Mohammed and H.E. Sheikh ‫ﺻﻮرة ﺗﺬﻛﺎرﻳﺔ ﻣﻊ اﳋﺮﻳﺠﺎت‬ Nahayan in a group photo with the graduates ‫ ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﻳﺘﻠﻘﻰ ﻫﺪﻳﺔ ﺗﺬﻛﺎرﻳﺔ ﻣﻦ‬3 H.H. Sheikh Mohammed receiving a gift ‫اﻟﺸﻴﺨﺔ ﺷﻤﺴﺔ ﺑﻨﺖ ﺣﻤﺪ اﻟﺸﺮﻗﻲ ﻧﻴﺎﺑﺔ ﻋﻦ‬ from Sheikha Shamsa bint Hamad Al ‫اﳋﺮﻳﺠﺎت‬ Sharqi on behalf of the graduates ‫ ﺳﻤﻮه ﻳﺴﻠﻢ إﺣﺪى اﻟﻄﺎﻟﺒﺎت ﺷﻬﺎدة اﻟﺘﺨﺮج‬4 H.H. handing a student the graduation ‫ﺑﺤﻀﻮر ﻣﻌﻠﻲ اﻟﺸﻴﺦ ﻧﻬﻴﺎن‬ certiﬁcate in the presence of HE Sheikh Nahayan 130 2 ‫اﳋﺮﻳﺠﺎت ﻳﺮﺣﱭ ﺑﺼﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ‬ ‫راﺷﺪ آل ﻣﻜﺘﻮم وﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﺣﻤﺪ ﺑﻦ‬ ‫ﻤﺪ اﻟﺸﺮﻗﻲ‬ 1 The Graduates greeting H.H. Sheikh Mohammed bin Rashid Al Maktoum and H.H. Sheikh Hamad bin Mohammed Al Sharqi ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﻠﻘﻲ ﻛﻠﻤﺘﻪ‬2 H.E. Sheikh Nahayan delivering his address Events 1 2 1 ‫ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ زاﻳﺪ ﻳﺰور ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫ﻗﺎم اﻟﻔﺮﻳﻖ أول ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن و ﻋﻬﺪ أﺑﻮﻇﺒﻲ ﻧﺎﺋﺐ‬ ‫ ﺣﻴﺚ ﻛﺎن‬،‫ﻋﻠﻰ ﻟﻠﻘﻮات اﳌﺴﻠﺤﺔ ﺑﺰﻳﺎرة ﺗﻔﻘﺪﻳﺔ ﳉﺎﻣﻌﺔ زاﻳﺪ ﺑﺪﺑﻲ‬:‫اﻟﻘﺎﺋﺪ ا‬ ‫ واﻟﺪﻛﺘﻮر‬،‫& اﺳﺘﻘﺒﺎﻟﻪ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن رﺋﻴﺲ اﳉﺎﻣﻌﺔ‬ ‫دارﻳﺔ وﻃﻠﺒﺔ‬7‫ﺳﻠﻴﻤﺎن اﳉﺎﺳﻢ ﻣﺪﻳﺮ اﳉﺎﻣﻌﺔ وأﻋﻀﺎء اﻟﻬﻴﺌﺘﲔ اﻟﺘﺪرﻳﺴﻴﺔ وا‬ .‫اﳉﺎﻣﻌﺔ‬ HH Sheikh Mohamed bin Zayed visits Zayed University General Sheikh Mohammad Bin Zayed Al Nahyan, Abu Dhabi Crown Prince and Deputy Supreme Commander of the UAE Armed Forces, visited the Zayed University Campus in Dubai. Sheikh Mohammad was welcomed by Sheikh Nahayan Mabarak Al Nahayan, President of the University; Dr Sulaiman Al Jassim, Vice-President of Zayed University, and the teaching and administrative staff and students of the university. 133 4 3 ‫ ﺳﻤﻮه ﻳﺤﻴﻲ اﻟﻄﺎﻟﺒﺎت‬1 H.H. Sheikh Mohamed greeting the students bin Zayed ‫ﻗﺴﺎم‬:‫ ﺳﻤﻮه & ﺟﻮﻟﺔ & ﻋﺪد ﻣﻦ ا‬2 H.H. Sheikh Mohamed bin Zayed touring some departments ‫ ﺷﺮح ﻣﻦ إﺣﺪى اﻟﻄﺎﻟﺒﺎت اﳌﺸﺮﻛﺎت‬c‫ ﻳﺴﺘﻤﻊ إ‬3 H.H. Sheikh Mohamed bin Zayed listening ‫ اﻟﻴﺎﺑﺎن ﲢﺖ رﻋﺎﻳﺔ ﺳﻤﻮه‬c‫& رﺣﻠﺔ إ‬ to a student who participated in a trip to Japan sponsored by His Highness a‫ﻟﻜ|و‬7‫ ﺳﻤﻮه ﻳﻮﻗﻊ & ﻛﺘﺎب اﻟﺰوار ا‬4 H.H. Sheikh Mohamed bin Zayed inscribing the electronic guest book 3 2 ‫ﺳﻤﻮه & ﺟﻮﻟﺔ & أرﺟﺎء اﳉﺎﻣﻌﺔ‬ 1 H.H. Sheikh Mohamed bin Zayed in a tour around the campus ‫ ﺳﻤﻮه ﻳﺸﺎرك اﻟﻄﺎﻟﺒﺎت ﺎﺿﺮه‬2 H.H. Sheikh Mohamed bin Zayed attending a lecture ‫ ﺷﺮح ﻣﻦ إﺣﺪى اﻟﻄﺎﻟﺒﺎت‬c‫ وﻳﺴﺘﻤﻊ إ‬3 H.H. Sheikh Mohamed bin Zayed listening to a brief by one of the students 132 Events 1 ‫زﻳﺎرة ﻫﻴﻼري ﻛﻠﻴﻨﺘﻮن ﳉﺎﻣﻌﺔ زاﻳﺪ‬ & ‫ﻣﺮﻳﻜﻴﺔ ﻫﻴﻼري ﻛﻠﻴﻨﺘﻮن ﺑﺰﻳﺎرة ﺟﺎﻣﻌﺔ زاﻳﺪ‬:‫ﻗﺎﻣﺖ وزﻳﺮة اﳋﺎرﺟﻴﺔ ا‬ ‫ وﻧﺎﻗﺸﺖ ﻣﻊ ﺳﻤﻮ اﻟﺸﻴﺦ ﻋﺒﺪا ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن وزﻳﺮ اﳋﺎرﺟﻴﺔ‬،‫أﺑﻮﻇﺒﻲ‬ ‫وﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ‬ ‫رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ ﺑﻌﺾ اﻟﻘﻀﺎﻳﺎ اﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ‬ Hillary Clinton Visits Zayed University US Secretary of State, Mrs. Hilary Clinton, visited Zayed University in Abu Dhabi in the presence of H.H. Sheikh Abdullah bin Zayed Al Nahyan, UAE Minister of Foreign Affairs and H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education & Scientiﬁc Research, President of Zayed University 135 3 2 ‫ ﺷﺮح ﺣﻮل ﺑﺮاﻣﺞ‬c‫ وزﻳﺮة اﳋﺎرﺟﻴﺔ ﺗﺴﺘﻤﻊ إ‬1 US Secretary of State listening to a brief ‫ﺟﺎﻣﻌﺔ زاﻳﺪ واﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ ﺑﺤﻀﻮر ﻋﺒﺪ ا ﺑﻦ زاﻳﺪ‬ about the plans of Zayed University in the presence of Abdullah bin Zayed ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﺮﺣﺐ ﺑﺎﻟﺴﻴﺪة ﻫﻴﻼري ﻛﻠﻨﺘﻮن‬2 H.E. Sheikh Nahayan welcoming Mrs. Hillary Clinton ‫ ﺷﺮح ﻋﻦ‬c‫ و اﻟﺴﻴﺪة ﻫﻴﻼري ﻛﻠﻨﺘﻮن ﺗﺴﺘﻤﻊ إ‬3 Mrs. Hillary Clinton observing the scale ‫اﳌﺒﻨﻰ اﳉﺪﻳﺪ ﻣﻦ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﺑﺤﻀﻮر ﻣﺪﻳﺮ‬ model of the new campus with Sheikh ‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ Nahayan in the presence of Zayed University Vice President ‫ﺎﺿﺮة‬ “‫”ﻣﻜﺎﻣﻦ اﻟﻘﻴﺎدة & ﺷﺨﺼﻴﺔ اﻟﺸﻴﺦ زاﻳﺪ‬ 1 ‫ﺣﻀﺮ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم ﻧﺎﺋﺐ رﺋﻴﺲ اﻟﺪوﻟﺔ رﺋﻴﺲ‬ ‫ ﺎﺿﺮة ﻟﻠﻜﺎﺗﺐ ﻋﺒﺪ اﻟﻐﻔﺎر ﺣﺴﲔ أﺷﺎر‬،‫ رﻋﺎه ا‬،‫_ﻠﺲ اﻟﻮزراء ﺣﺎﻛﻢ دﺑﻲ‬ ‫ﻣﺎرات اﳌﻌﺎﺻﺮ‬7‫ ﻮرﻳ & ﺗﺎرﻳﺦ ا‬j‫ ﺷﺨﺼﻴﺔ اﻟﺸﻴﺦ زاﻳﺪ اﻟﺘﻲ ﻟﻌﺒﺖ دور‬c‫ﻓﻴﻬﺎ إ‬ ‫ﻣﻠﺨﺼ ﻫﺬه اﳌﻜﺎﻣﻦ ﺑﺜﻼﺛﺔ أوﻟﻬﺎ ﻗﻴﺎدﺗﻪ ﻟﻠﻤﻨﻄﻘﺔ اﻟﺸﺮﻗﻴﺔ ﻣﺪﻳﻨﺔ اﻟﻌﲔ وﻣﺎ‬ ‫ﺣﻮﻟﻬﺎ وﺛﺎﻧﻴﻬﺎ ﻣﺴﺎﻫﻤﺘﻪ رﺣﻤﻪ ا & ﺗﺄﺳﻴﺲ ﺟﻴﺶ ﺳﺎﺣﻞ ﻋﻤﺎن اﻟﺬي ﲢﻮل‬ ‫ ﻣﻮاﻗﻔﻪ اﻟﺴﻴﺎﺳﻴﺔ وأﺑﻌﺎدﻫﺎ & ﺳﻨﻮات‬jO‫ وأﺧ‬،‫ ﻧﻮاة ﳉﻴﺶ اﻻﲢﺎد‬c‫ﺑﻌﺪ ذﻟﻚ إ‬ ‫رﻫﺎﺻﺎت اﻟﺪوﻟﺔ اﻻﲢﺎدﻳﺔ‬7 ‫اﺨﻤﻟﺎﻃﺮ‬ ”Sheikh Zayed Leadership Qualities” Lecture H.H. Sheikh Mohammed Bin Rashid Al Maktoum, UAE Vice-President, Prime Minister and Ruler of Dubai attended a lecture by Abdul Ghaffar Hussein who stated that Sheikh Zayed had three leadership qualities which include his leadership of the Eastern Region, Al Ain, his participation in setting up the Oman Coast Army, which later became the nucleus of the UAE army and his political stance during the critical years leading to the federation 3 2 ‫ اﶈﺎﺿﺮة و& اﻟﺼﻮرة ﻣﻌﺎ‬c‫ﺳﻤﻮه ﻳﺴﺘﻤﻊ إ‬ ‫ﺟﻤﻌﺔ اﳌﺎﺟﺪ‬ 1 H.H. Sheikh Mohammed Bin Rashid and H.E. Juma Al Majid listening to the lecture ‫ ﻋﺒﺪ اﻟﻐﻔﺎر ﺣﺴﲔ ﺧﻼل اﶈﺎﺿﺮة‬2 Abdul Ghaffar Hussein during the lecture ‫ ﺳﻤﻮه وﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﻊ اﻟﻄﺎﻟﺒﺎت‬3 H.H. Sheikh Mohammed Bin Rashid and H.E. Sheikh Nahayan with students 134 Events c‫و‬:‫زﻳﺎرة ﺳﻴﺪة ﻛﻮرﻳﺎ ا‬ 1 2 ‫اﻟﻨﺪوة اﻟﺪوﻟﻴﺔ ”اﻟﻮﻗﻒ‬ “‫واﻟﺘﻌﻠﻴﻢ‬ ‫ﲢﺖ رﻋﺎﻳﺔ ﺻﺎﺣﺐ اﻟﺴﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ‬ ‫ ﻧﺎﺋﺐ رﺋﻴﺲ اﻟﺪوﻟﺔ رﺋﻴﺲ‬،‫راﺷﺪ آل ﻣﻜﺘﻮم‬ ‫ ﻧﻈﻤﺖ‬- ‫ رﻋﺎه ا‬- ‫_ﻠﺲ اﻟﻮزراء ﺣﺎﻛﻢ دﺑﻲ‬ “‫ﺟﺎﻣﻌﺔ زاﻳﺪ اﻟﻨﺪوة اﻟﺪوﻟﻴﺔ "اﻟﻮﻗﻒ واﻟﺘﻌﻠﻴﻢ‬ & ‫وﻗﺎف‬¤‫ﻣﺎﻧﺔ اﻟﻌﺎﻣﺔ ﻟ‬:‫ﺑﺎﻟﺘﻌﺎون ﻣﻊ ا‬ ‫ﺳﻼﻣﻲ ﻟﻠﺘﻨﻤﻴﺔ & ﺟﺪة‬7‫اﻟﻜﻮﻳﺖ واﻟﺒﻨﻚ ا‬ ‫واﻓﺘﺘﺤﻬﺎ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل‬ ‫ وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ‬،‫ﻧﻬﻴﺎن‬ ‫ ﺷﺎرك & اﻟﻨﺪوة ﺧاء‬.‫رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫وﻣﺘﺨﺼﺼﻮن وﻋﺪﻳﺪ ﻣﻦ اﳉﺎﻣﻌﺎت اﻟﺪوﻟﻴﺔ‬ Endowment and Education International Symposium 137 3 Under the patronage of H.H. Sheikh Mohammed bin Rashid Al Maktoum, UAE Vice-President, Prime Minister and Ruler of Dubai, Zayed University held the “Endowment and Education Symposium” in cooperation with the Kuwait Awqaf Public Foundation and the Islamic Development Bank in Jeddah. The symposium was opened by H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education and Scientiﬁc Research, President of Zayed University and attended by experts and specialists from international universities .‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﻠﻘﻲ ﻛﻠﻤﺔ اﻻﻓﺘﺘﺎح‬1 H.E. Sheikh Nahayan giving the opening speech ‫ اﻟﺪﻛﺘﻮر ﺳﻠﻴﻤﺎن اﳉﺎﺳﻢ ﻳﺪﻳﺮ إﺣﺪى اﳉﻠﺴﺎت‬2 Dr. Sulaiman Al Jassim chairing a session ‫ وﺳﻌﺎدة ﻓﺮج ﺑﻦ‬a‫ﺑﺤﻀﻮر ﻣﻌﺎ ﺳﻌﻴﺪ اﻟﺮﻗﺒﺎ‬ in the presence of H.E. Saeed Al Raqbani ‫ﺣﻤﻮده‬ and H.E. Faraj bin Hamoodah ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻤﺎﺣﺔ اﳌﺴﺘﺸﺎر اﻟﺴﻴﺪ‬3 H.E. Sheikh Nahayan, Al-Shaykh Al‫ﻋﻠﻲ اﻟﻬﺎﺷﻤﻲ وﻣﻌﺎ ﺟﻤﻌﺔ اﳌﺎﺟﺪ وﻣﻌﺎ‬ Sayyid Al Hashimi, H.E. Juma Al Majid, ‫ وﻣﻌﺎ اﺣﻤﺪ اﻟﻄﺎﻳﺮ وﺳﻌﺎدة‬a‫ﺳﻌﻴﺪ اﻟﺮﻗﺒﺎ‬ H.E. Saeed Al Raqbani, H.E. Ahmed Al ‫اﻟﺪﻛﺘﻮرة أﻣﻞ اﻟﻘﺒﻴﺴﻲ وﺳﻌﺎدة ﻣﺮﱘ اﻟﺮﻣﻴﺜﻲ‬ Tayer, H.E. Dr. Amal Al Qubeisi, H.E. ‫وﺳﻌﺎدة ﺧﻠﻴﻔﺔ اﻟﻨﺎﺑﻮده وﻣﻌﺎ ﺧﻠﻔﺎن اﻟﺮوﻣﻲ‬ Mariam Al Rumaithy, H.E. Khalifa Al ‫وﺳﻌﺎدة ﻓﺮج ﺑﻦ ﺣﻤﻮده وﻋﺪد ﻣﻦ اﻟﺸﺨﺼﻴﺎت‬ Nabooda, H.E. Khalfan Al Roumi, H.E. ‫ﺧﻼل اﻓﺘﺘﺎح اﻟﻨﺪوة‬ Faraj bin Hamoodah, and other senior dignitaries at the opening session ‫أﻛﺪ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن رﺋﻴﺲ ﺟﺎﻣﻌﺔ‬ ‫زاﻳﺪ أﻫﻤﻴﺔ اﻟﺘﻌﺎون اﻟﻌﻠﻤﻲ واﻟﺜﻘﺎ& ﺑﲔ ﻣﺆﺳﺴﺎت‬ & ‫اﺗﻬﺎ‬O‫ﻣﺎرات وﻧﻈ‬7‫اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﳉﺎﻣﻌﺎت & دوﻟﺔ ا‬ -‫ﻛﻮرﻳﺎ وﺟﺎء ذﻟﻚ ﺧﻼل اﺳﺘﻘﺒﺎل ﻣﻌﺎﻟﻴﻪ ﻟﻠﺴﻴﺪة ﻛﻴﻢ ﻳﻮون‬ ‫ واﻟﻮﻓﺪ اﳌﺮاﻓﻖ ﻟﻬﺎ ﺧﻼل زﻳﺎرﺗﻬﺎ‬c‫و‬:‫أوك ﺳﻴﺪة ﻛﻮرﻳﺎ ا‬ ‫ﳌﻘﺮ ﺟﺎﻣﻌﺔ زاﻳﺪ ﺑﺤﻀﻮر اﻟﺪﻛﺘﻮر ﺳﻠﻴﻤﺎن اﳉﺎﺳﻢ ﻣﺪﻳﺮ‬ ‫اﳉﺎﻣﻌﺔ وﻋﺪد ﻣﻦ ﻋﻤﺪاء اﻟﻜﻠﻴﺎت واﻟﻬﻴﺌﺘﲔ اﻟﺘﺪرﻳﺴﻴﺔ‬ ‫دارﻳﺔ وﻃﺎﻟﺒﺎت اﻟﻨﺎدي اﻟﻜﻮري ﺑﺎﳉﺎﻣﻌﺔ‬7‫وا‬ 1 Korean First Lady Visit H.E. Sheikh Nahayan Mabarak Al Nahayan, President of Zayed University emphasized the importance of scientiﬁc and cultural cooperation among academic institutions in the UAE and South Korea when receiving Kim Yun-ok, South Korea’s First Lady who visited Zayed University in the presence of Dr. Sulaiman Al Jassim, VP, a number of senior academic and administrative staff, deans of colleges and Korean Club students 3 ‫ ﺷﺮح ﻣﻦ ﻣﻌﺎ‬c‫ ﺗﺴﺘﻤﻊ إ‬c‫و‬:‫ﺳﻴﺪة ﻛﻮرﻳﺎ ا‬ ‫اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﺣﻮل اﺳ|اﺗﻴﺠﻴﺎت اﳉﺎﻣﻌﺔ ﺑﺤﻀﻮر‬ ‫اﻟﺪﻛﺘﻮر اﳉﺎﺳﻢ‬ 2 1 Korean First Lady listening to a brief from HE Sheikh Nahayan about the plans of Zayed University in the presence of Dr. Al Jassim ‫أوك ﺗﺘﻌﺮف ﻣﻦ اﻟﺪﻛﺘﻮر ﺳﻠﻴﻤﺎن‬-‫ اﻟﺴﻴﺪة ﻛﻴﻢ ﻳﻮون‬2 Mrs. Kim Yoon-ok listening to a brief from ‫اﳉﺎﺳﻢ ﻋﻠﻰ اﳊﺮم اﳉﺪﻳﺪ‬ Dr. Sulaiman Al Jassim about the new campus ‫ اﻟﺴﻴـﺪة ﻛﻴــﻢ ﺧﻼل ﻣﺸـﺎرﻛــﺘﻬـﺎ اﻟﻄـﺎﻟﺒـﺎت إﺣـﺪى‬3 Mrs. Kim Yoon-ok attending a lecture ‫اﳌـﺤﺎﺿﺮات‬ 136 Events ‫ﻣﺎﺟﺪ ﺑﻦ ﻤﺪ ﻳﻔﺘﺘﺢ ﻣﻬﺮﺟﺎن‬ ‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫اﻓﺘﺘﺢ ﺳﻤﻮ اﻟﺸﻴﺦ ﻣﺎﺟﺪ ﺑﻦ ﻤﺪ ﺑﻦ راﺷﺪ آل ﻣﻜﺘﻮم‬ ‫رﺋﻴﺲ ﻫﻴﺌﺔ اﻟﺜﻘﺎﻓﺔ واﻟﻔﻨﻮن ﺑﺪﺑﻲ ﻓﻌﺎﻟﻴﺎت اﳌﻬﺮﺟﺎن‬ ‫اﻟﺜﻘﺎ& واﻟﻔﻨﻲ ﻟﻠﺠﺎﻣﻌﺔ اﻟﺬي أﻗﻴﻢ ﲢﺖ رﻋﺎﻳﺔ ﺳﻤﻮه‬ ‫داﻧﻴﺎل ﺟﻮﻧﺴﻮن ﻧﺎﺋﺐ ﻣﺪﻳﺮ اﳉﺎﻣﻌﺔ وﻋﺪد ﻣﻦ‬.‫ﺑﺤﻀﻮر د‬ ‫دارﻳﺔ‬7‫اﻟﺸﺨﺼﻴﺎت اﻟﻌﺎﻣﺔ وأﻋﻀﺎء اﻟﻬﻴﺌﺔ اﻟﺘﺪرﻳﺴﻴﺔ وا‬ ‫وﻃﻠﺒﺔ اﳉﺎﻣﻌﺔ وأﺳﺮﻫﻢ‬ 1 ‫ اﺳﺘﻀﺎﻓﺖ ﺟﺎﻣﻌﺔ زاﻳﺪ اﳌﻨﺘﺪى اﻟﺪو‬،‫ﲢﺖ رﻋﺎﻳﺔ ﺳﻤﻮ اﻟﺸﻴﺦ ﻋﺒﺪا ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن وزﻳﺮ اﳋﺎرﺟﻴﺔ‬ ‫ واﺳﺘﻤﺮ ﻋﻠﻰ ﻣﺪار ﻳﻮﻣﲔ وﺷﻬﺪ ﻓﻌﺎﻟﻴﺎﺗﻪ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن‬a‫ اﻟﻴﺎﺑﺎ‬- ‫ﺳﻼﻣﻲ‬7‫ﻟﻠﺤﻮار ا‬ ‫وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ وﻣﻌﺎ اﻟﺪﻛﺘﻮر أﻧﻮر ﻗﺮﻗﺎش وزﻳﺮ اﻟﺪوﻟﺔ ﻟﻠﺸﺆون‬ ‫ﻣﺎرات‬7‫ وﻋﻠﻤﺎء وﺧاء ﻣﻦ اﻟﻴﺎﺑﺎن وا‬،‫ وﻋﺪد ﻣﻦ اﻟﺴﻔﺮاء واﳌﺴﺆوﻟﲔ وﻛﺒﺎر اﻟﺸﺨﺼﻴﺎت‬،‫اﳋﺎرﺟﻴﺔ‬ ‫ﺳﻼﻣﻲ‬7‫ ا‬E‫وﺘﻠﻒ دول اﻟﻌﺎ‬ 1 The Japanese Islamic Dialogue Majid Bin Mohammed Inaugurates ZU Carnival Under the Patronage of H.H. Sheikh Abdullah bin Zayed Al Nahyan, Minister of Foreign Affairs, the Japanese Islamic Dialogue Conference took place at Zayed University and was attended by H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education and Scientiﬁc Research, President of Zayed University and H.E. Dr. Anwar Mohammed Gargash, Minister of State for Foreign Affairs and a number of foreign ambassadors, high ranking dignitaries from Japan, the UAE and other parts of the Islamic world H.H. Sheikh Majid bin Mohammed bin Rashid Al Maktoum, Chairman of Dubai Culture and Arts Authority, inaugurated the Zayed University Carnival, which was held under his patronage. The carnival was attended by Dr. Daniel Johnson, Provost Zayed University and a number of dignitaries, faculty, staff, and students and their families 139 a‫ﺳﻼﻣﻲ اﻟﻴﺎﺑﺎ‬7‫ﻣﻨﺘﺪى اﳊﻮار ا‬ 3 3 2 138 2 ‫ ﺳﻤﻮ اﻟﺸﻴﺦ ﻣﺎﺟﺪ وﻋﺪد ﻣﻦ اﻟﻄﺎﻟﺒﺎت‬1 H.H. Sheikh Majid with ZU students ‫ ﺳﻤﻮ اﻟﺸﻴﺦ ﻣﺎﺟﺪ ﻳﺘﻔﻘﺪ ﻣﺸﺎرﻳﻊ اﻟﻄﺎﻟﺒﺎت‬2 H.H. Sheikh Majid touring the display booths ‫ ﺳﻤﻮ اﻟﺸﻴﺦ ﻣﺎﺟﺪ ﻳﻘﻄﻊ ﻛﻌﻜﺔ اﻟﻜﺮﻧﻔﺎل ﺑﺤﻀﻮر‬3 H.H. Sheikh Majid cutting the cake in the ‫اﻟﺸﻴﺦ ﻣﺮوان ﺑﻦ راﺷﺪ اﳌﻌﻼ‬ Presence of Sheikh Marwan bin Rashid Al Mualla ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﺼﺎﻓﺢ أﻋﻀﺎء اﻟﻮﻓﻮد‬ ‫اﳌﺸﺎرﻛﺔ‬ 1 H.E. Sheikh Nahayan participating delegates greeting the ‫ ﻣﻌﺎ أﻧﻮر ﻗﺮﻗﺎش ﻳﻠﻘﻲ ﻛﻠﻤﺔ ﺳﻤﻮ وزﻳﺮ اﳋﺎرﺟﻴﺔ‬2 H.E. Anwar Gargash giving the opening speech on behalf of the Minister of Foreign Affairs ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﺸﻬﺪ ﻣﺮاﺳﻢ إﻋﺪاد وﺗﻘﺪﱘ‬3 H.E. Sheikh Nahayan attending a traditional ،‫ ﺑﺤﻀﻮر ﺳﻌﺎدة ﺗﺎﺗﺴﻮو واﺗﺎﻧﺎﺑﻲ‬a‫اﻟﺸﺎي اﻟﻴﺎﺑﺎ‬ Japanese tea ceremony in the presence ‫ اﻟﻴﺎﺑﺎن ﻟﺪى اﻟﺪوﻟﺔ‬O‫ﺳﻔ‬ of H.E. Tatsuo Watanabe, Japanese Ambassador to the UAE Events 1 1 2011 ‫ﻛﺄس ﺟﺎﻣﻌﺔ زاﻳﺪ ﻟﻠﺒﻮﻟﻮ‬ ‫ﲢﺖ رﻋﺎﻳﺔ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ‬ ‫ ﻧﻈﻤﺖ ﻃﺎﻟﺒﺎت اﳉﺎﻣﻌﺔ وﺑﺎﻟﺘﻌﺎون ﻣﻊ ﻧﺎدي دﺑﻲ‬،‫اﻟﻌﻠﻤﻲ رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫ﻳﺔ ﺑﻄﻮﻟﺔ ﺑﻮﻟﻮ دوﻟﻴﺔ ﺧﺼﺺ‬O‫ﻟﻠﺒﻮﻟﻮ واﻟﻔﺮوﺳﻴﺔ وﻣﺆﺳﺴﺔ ﻋﻤﺮان ﺧﺎن اﳋ‬ ‫رﻳﻌﻬﺎ ﻟﻀﺤﺎﻳﺎ اﻟﻔﻴﻀﺎﻧﺎت & ﺑﺎﻛﺴﺘﺎن‬ Zayed University Polo Cup 2011 Under the patronage of H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education and Scientiﬁc Research President of Zayed University, students in association with Dubai Polo & Equestrian Club and the Imran Khan Foundation organized an international charity polo tournament. Proceeds of the tournament went to the victims of the ﬂoods in Pakistan 141 3 2 ‫ اﻟﺸﻴﺦ ﺳﻠﻄﺎن ﺑﻦ ﻓﻼح ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن ﻣﻊ ﻓﺮﻳﻖ‬1 Sheikh Sultan Bin Falah Bin Zayed Al Nahyan ‫ﻏﻨﺘﻮت وﻃﺎﻟﺒﺎت اﳉﺎﻣﻌﺔ‬ with Ghantoot team and ZU students ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﺳﻌﻴﺪ اﻟﻜﻨﺪي ﺑﻌﺪ‬2 H.E. Sheikh Nahayan & H.E. Saeed Al ‫ﺗﻜﺮﱘ ﻓﺮﻳﻖ ﻏﻨﺘﻮت‬ Ghandi honoring Ghantoot team ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن واﻟﺸﻴﺦ ﻤﺪ ﺑﻦ ﻧﻬﻴﺎن‬3 H.E. Sheikh Nahayan, Sheikh Mohammed ‫واﻟﺸﻴﺦ ﺷﺨﺒﻮط ﺑﻦ ﻧﻬﻴﺎن وﺳﻌﺎدة ﺳﻌﻴﺪ‬ bin Nahayan, Sheikh Shakboot bin Nahayan ‫اﻟﻜﻨﺪي و ﺑﻄﻲ اﻟﻜﻨﺪي ﻣﻊ اﻟﻄﺎﻟﺒﺎت‬ and H.E. Saeed Al Ghandi and Buti Al Ghandi with the students 140 2 ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﺘﺎﺑﻊ اﳌﺒﺎراة اﻟﻨﻬﺎﺋﻴﺔ ﺑﲔ‬ ‫ﻓﺮﻳﻖ ﻏﻨﺘﻮت وﻓﺮﻳﻖ ﺑﺮﻳﻄﺎﻧﻴﺎ‬ 1 H.E. Sheikh Nahayan attending the ﬁnal round by the Ghantoot team and the UK team ‫ & اﳌﺒﺎراة اﻟﻨﻬﺎﺋﻴﺔ‬a‫ ﻓﺮﻳﻖ ﻏﻨﺘﻮت واﻟﻔﺮﻳﻖ اﻟﻳﻄﺎ‬2 Final between Ghantoot team and UK team Events ‫ اﳉﺪﻳﺪ‬a‫ﻟﻜ|و‬7‫ﻧﻬﻴﺎن ﻳﺪﺷﻦ اﳌﻮﻗﻊ ا‬ ‫زﻳﺎرات ﻋﺎﳌﻴﻪ‬ 1 1 ‫دﺷﻦ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻣﺒﺎرك آل ﻧﻬﻴﺎن وزﻳﺮ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ واﻟﺒﺤﺚ‬ ‫ اﳉﺪﻳﺪ & ﺣﻔﻞ أﻗﻴﻢ‬a‫اﻟﻌﻠﻤﻲ رﺋﻴﺲ ﺟﺎﻣﻌﺔ زاﻳﺪ اﳌﻮﻗﻊ اﻻﻟﻜ|و‬ ‫ وأﻛﺪ ﻣﻌﺎﻟﻴﻪ أﻫﻤﻴﺔ ﻣﻮاﻛﺒﺔ ﻋﺼﺮ اﳌﻌﻠﻮﻣﺎت وﻣﻮاﺟﻬﺔ‬.‫ﺑﻬﺬه اﳌﻨﺎﺳﺒﺔ‬ ‫ ﻧﻮﻋﻴﺔ ﺟﺪﻳﺪة ﺗﺴﻬﻢ‬j‫ﻓﻜﺎر اﻟﺘﻲ ﺗﻀﻴﻒ أﺑﻌﺎد‬:‫ﻣﺴﺘﺠﺪاﺗﻪ ﻣﻦ ﺧﻼل ﻃﺮح ا‬ ‫& ﺗﻄﻮﻳﺮ اﻟﺘﻌﺎﻣﻼت ﻣﻊ اﻟﺘﻘﻨﻴﺎت‬ ‫ ﳑﺎ‬،‫ اﻟﻔﻦ‬E‫اﺳﺘﻀﺎﻓﺖ ﺟﺎﻣﻌﺔ زاﻳﺪ ﺷﺨﺼﻴﺎت ﻋﺎﳌﻴﺔ ﻣﺮﻣﻮﻗﺔ & ﻋﺎ‬ & ‫ﺑﺪاﻋﻲ ﻟﺪى ﻃﺎﻟﺒﺎت اﳉﺎﻣﻌﺔ ودﻓﻌﻬﻦ ﻟﻼرﺗﻘﺎء‬7‫زاد ﻣﻦ اﶈﺼﻮل ا‬ ‫ اﻟﻔﻦ‬E‫ﻋﺎ‬ International Visits Nahayan Launches New ZU Website, www.zu.ac.ae Well-recognized artists visited the University throughout this academic year. Girls were eager to meet these ﬁgures as they inspired them to more creativity H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Higher Education and Scientiﬁc Research and President of Zayed University launched ZU new website. He emphasized the importance of being technologically advanced at both the academic and administrative levels 2 143 142 2 ‫ اﳌﺼﻤﻤﻪ اﻟﻌﺎﳌﻴﺔ دﻳﺎن ﻓﻮن ﻓﺮﺳﺘﻨغ ﺗﻠﻘﻲ‬1 Designer Diane Von Furstenberg ‫ﺎﺿﺮة ﻟﻄﺎﻟﺒﺎت اﳉﺎﻣﻌﺔ ﺣﻮل ﺧاﺗﻬﺎ & _ﺎل‬ lecturing students about her experience ‫زﻳﺎء‬:‫ﺗﺼﻤﻴﻢ ا‬ in fashion design ‫ ﻧﻈﻤﺖ ﻫﻴﺌﺔ دﺑﻲ ﻟﻠﺜﻘﺎﻓﺔ واﻟﻔﻨﻮن ورﺷﺔ ﻋﻤﻞ‬2 Dubai Culture & Arts Authority initiated a & ‫ ﻓﺎﺑﺮﻳﺰﻳﻮ ﺑﻠﻴﺴﻲ‬O‫ﻣﻊ اﻟﻔﻨﺎن اﻟﻌﺎﳌﻲ اﻟﺸﻬ‬ workshop by world renowned Venetian ‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ artist, Fabrizio Plessi at Zayed University ‫ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن و& اﺳﺘﻘﺒﺎﻟﻪ ﻋﺪد ﻣﻦ‬ ‫اﻟﻄﺎﻟﺒﺎت‬ 1 H.E. Sheikh Nahayan welcomed by ZU students ‫ ﻣﻌﺎ اﻟﺸﻴﺦ ﻧﻬﻴﺎن ﻳﺪﺷﻦ اﳌﻮﻗﻊ اﳉﺪﻳﺪ‬2 H.E. Sheikh Nahayan launching the new ZU website Events 1 ‫ﺑﺮﻧﺎﻣﺞ اﳊﻮار اﻟﺪو‬ ‫إﺑﺪاﻋﺎت وﻧﺸﺎﻃﺎت ﻃﻼﺑﻴﺔ‬ 1 ‫ﺑﺮﻋﺎﻳﺔ اﻟﻔﺮﻳﻖ أول ﺳﻤﻮ اﻟﺸﻴﺦ ﻤﺪ ﺑﻦ زاﻳﺪ آل ﻧﻬﻴﺎن و‬ ‫ ﻗﺎﻣﺖ‬،‫ﻋﻠﻰ ﻟﻠﻘﻮات اﳌﺴﻠﺤﺔ‬:‫ﻋﻬﺪ أﺑﻮﻇﺒﻲ ﻧﺎﺋﺐ اﻟﻘﺎﺋﺪ ا‬ ‫ & اﳉﺎﻣﻌﺔ ﺑﺨﻮض ﲡﺮﺑﺔ ﳑﻴﺰة‬a‫ﻋﻀﻮات اﻟﻨﺎدي اﻟﻴﺎﺑﺎ‬ ‫ وذﻟﻚ‬،‫ﻟﺒﻨﺎء وﺻﻘﻞ ﺷﺨﺼﻴﺎﺗﻬﻢ ﻟﻴﺼﺒﺤﻮا ﻗﺎدة اﳌﺴﺘﻘﺒﻞ‬ & ‫ﻣﻦ ﺧﻼل زﻳﺎرات ﻣﻴﺪاﻧﻴﺔ‬ ‫ﺗﻘﻮم ﻃﺎﻟﺒﺎت اﳉﺎﻣﻌﺔ ﺑﻨﺸﺎﻃﺎت إﺑﺪاﻋﻴﺔ‬ ‫ﻋﻠﻰ ﻣﺪار اﻟﻌﺎم ﻣﻦ ﻣﻬﺮﺟﺎﻧﺎت وﻣﻌﺎرض‬ ‫ﺧﺺ _ﻠﺲ ﻃﺎﻟﺒﺎت اﳉﺎﻣﻌﺔ اﻟﺬي‬:‫وﺑﺎ‬ ‫ﻳﻌﻤﻞ ﺑﻜﻞ ﺟﻬﺪ & ﺗﻨﻈﻴﻢ اﻟﻔﻌﺎﻟﻴﺎت‬ .‫واﺳﺘﻘﺒﺎل ﺿﻴﻮف اﳉﺎﻣﻌﺔ‬ International Dialogue Program Students creativity and activities H.H. General Sheikh Mohammed bin Zayed Al Nahayan, Crown Prince of Abu Dhabi, Deputy Supreme Commander of the UAE Armed Forces generously sponsored the members of the Japanese Club at the University during their visit to Japan, of which they were trained to be future global leaders. This trip gave them the opportunity to explore a new culture and to widen their horizons. 145 3 2 ‫ ﺟﺎﻣﻌﺔ واﺳﻴﺪا‬1 Waseda University ‫ اﻟﺪوﻟﺔ ﻟﺪى‬O‫ ﺳﻔ‬،‫ ﻣﻊ ﺳﻌﺎدة ﺳﻌﻴﺪ ﻋﻠﻲ اﻟﻨﻮﻳﺲ‬2 Students with H.E. Saeed Ali Al Nuwais, ‫اﻟﻴﺎﺑﺎن‬ Ambassador of the UAE to Japan ‫ ﺟﺰﻳﺮة اوداﻳﺒﺎ‬،‫اﻳﻜﻦ‬O‫ ﻣﺘﺤﻒ ﻣ‬3 Miraikan Museum, Odaiba Island Zayed University students are known for their creative and inspiring activities throughout the year such as festivals and exhibitions; the Students Council in particular is playing a pivotal role in organizing events and greeting guests. 3 ‫ ﺷﺎب وﺷﺎﺑﺔ ﻣﻦ ﺳﻔﻴﻨﺔ ﺷﺒﺎب‬300 ‫زﻳﺎرة ﻗﺮاﺑﺔ‬ ‫ ”ﻓﻮﺟﻲ ﻣﺎرو“ ﳉﺎﻣﻌﺔ زاﻳﺪ ﻣﻦ ﻋﺸﺮ دول‬E‫اﻟﻌﺎ‬ ‫ﻣﻦ اﻟﻘﺎرات اﳋﻤﺲ‬ 2 1 Fuji Maro Ship for World Youth visited the University, where 300 students from 15 countries attended culturally enriching dialogues ‫ ﻧﻈﻤﺖ ﺟﺎﻣﻌﺔ زاﻳﺪ ﻣﻨﺘﺪى ﺗﻴﺪﻛﺲ ﻟﻠﻤﺮأة ﲢﺖ‬2 With the participation of leading ﬁgures ‫ﻋﻨﻮان ”ﲡﺎرب ﺗﺴﺘﺤﻖ اﻟﺪراﺳﺔ“ ﲟﺸﺎرﻛﺔ‬ in Dubai, Abu Dhabi & Washington, ‫_ﻤﻮﻋﺔ ﻣﻦ اﻟﺸﺨﺼﻴﺎت اﻟﺮﻳﺎدﻳﺔ وﻣﺘﺤﺪﺛﲔ ﻣﻦ‬ Zayed University organized and hosted ‫دﺑﻲ وأﺑﻮﻇﺒﻲ وواﺷﻨﻄﻦ‬ TEDx Dubai women & ‫ﻋﻼم‬7‫ ﺷﺎرﻛﺖ ﻃﺎﻟﺒﺎت ﻛﻠﻴﺔ ﻋﻠﻮم اﻻﺗﺼﺎل وا‬3 Students from the College of Communication & Media Sciences ‫ﻣﻬﺮﺟﺎن دﺑﻲ اﻟﺴﻴﻨﻤﺎﺋﻲ ﺑﺪورﺗﻪ اﻟﺴﺎﺑﻌﺔ ﺣﻴﺚ‬ volunteered in the 7th edition of the ‫ﻗﻤﻦ ﺑﺈﺟﺮاء اﳌﻘﺎﺑﻼت واﻟﻜﺘﺎﺑﺔ واﻟﻌﻤﻞ ﲢﺖ‬ Dubai International Film Festival ‫ﺿﻐﻮط & ﲡﺮﺑﺔ ﻋﻤﻠﻴﺔ‬ 144 ‫اﻟﻨﺎﺷﺮ‬ ‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫اﻟﻠﺠﻨﺔ اﻟﺘﻨﻔﻴﺬﻳﺔ‬ ‫ﻣﺎن‬O‫ﺑﻞ ﺟ‬ ‫ﻣﺎرﻟﲔ روﺑﺮﺗﺲ‬ a‫ﺻﻔﻴﺔ ﺳﻌﻴﺪ اﻟﺮﻗﺒﺎ‬ ‫ﺧﺮاج اﻟﻔﻨﻲ‬d‫ا‬ ‫ﺳﻮزان ﻗﺪوره‬ ‫أﺳﺎﻣﺔ ﻧﺼﺮ‬ ‫ﺮر اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻋﺘﺪال ﻋﺜﻤﺎن‬ ‫ﺮر اﻟﻠﻐﺔ اﻻﳒﻠﻴﺰﻳﺔ‬ ‫ج‬O‫ﺑﻴ| ﺳ|وﻣﺒ‬ .‫ ﻣﺎﻧﺤﻲ وأﺻﺪﻗﺎء ﺟﺎﻣﻌﺔ زاﻳﺪ‬c‫ﻣﻘﺪﻣﺔ إ‬ ‫_ﻠﺔ زاﻳﺪ‬ َ Zayed Magazine is published for Donors and Friends of Zayed University. Arabic Editor Etidal Osman English Editor Peter Stromberg Translator Souheir Forsch ‫ﻓﻨﻲ ﺗﺼﻤﻴﻢ‬ ‫ﻤﺪ ﺷﻜﻴﻞ‬ Finishing Artist Muhammad Shakil ‫اﻟﺘﻨﺴﻴﻖ‬ ‫ﺑﺸﺮى اﻟﺮﻛﻦ‬ ‫ﺣﻤﻴﺪ اﻟﺸﺎﻣﺴﻲ‬ ‫ﻣﻨﻰ ﻋﺒﺪاﻟﻜﺮﱘ‬ Executive Committee Bel German Marilyn Roberts Saﬁa Saeed Al Raqbani Art Direction Suzanne Kadoura Osama Nasr ‫ﺟﻤﺔ‬c‫اﻟ‬ ‫ ﻓﻮرش‬O‫ﺳﻬ‬ ‫ﻛﺘﺎب ﻣﺘﻌﺎوﻧﻮن‬ ‫ﻣﺎن‬O‫ﺑﻞ ﺟ‬ ‫ﺳﻠﻴﻤﺎن ﻤﺪ‬ ‫ﻓﻴﻜﺘﻮرﻳﺎ ﺳﻠﻮود‬ Publisher Zayed University Contributing Writers Bel German Soliman Mohammed Victoria Sellwood Coordination Bushra Al Roken Humaid Al Shamsi Muna Abdulkarim ‫اﻟﻄﺒﺎﻋﺔ‬ ‫ دﺑﻲ‬،‫اﳌﻄﺒﻌﺔ اﻟﻌﺎﳌﻴﺔ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ‬ ‫ﺟﺎﻣﻌﺔ زاﻳﺪ‬ ‫م‬.‫ع‬.‫ إ‬4783 .‫ب‬.‫أﺑﻮﻇﺒﻲ – ص‬ ‫م‬.‫ع‬.‫ إ‬19282 .‫ب‬.‫دﺑﻲ – ص‬ +971 4 4021111 + 971 2 5993111 :‫ﻫﺎﺗﻒ‬ Printers International Printing Press, Dubai Zayed University P.O.Box 4783, Abu Dhabi, UAE P.O.Box 19282, Dubai, UAE Tel: +971 2 5993111 +971 4 4021111 ‫ﻻ ﻳﺠﻮز ﻧﻘﻞ أو اﻗﺘﺒﺎس أو إﻋﺎدة ﻧﺸﺮ ﻣﻮاد ﻫﺬه اﻟﻨﺸﺮة ﻛ ًﻼ أو‬ Reproduction, copying or extraction by any means of the whole or part of this publication must not be undertaken without the written permission of the .‫ ﺑﺄي وﺳﻴﻠﺔ ﻣﻦ وﺳﺎﺋﻞ اﻟﻨﺸﺮ إ ّﻻ ﺑﺈذن ﻣﻜﺘﻮب ﻣﻦ اﻟﻨﺎﺷﺮ‬j‫ﺟﺰء‬ publisher. The views expressed in this publication are not necessarily those of ‫اراء اﻟﻮاردة & ﻫﺬه اﻟﻨﺸﺮة ﻻ ﺗﻌ ﺑﺎﻟﻀﺮورة ﻋﻦ آراء ﺟﺎﻣﻌﺔ‬ Zayed University. The publishers regret that they cannot accept liability for ‫ ﻳﻌﺘﺬر اﻟﻨﺎﺷﺮون ﻋﻦ ﲢﻤﻞ أي ﻣﺴﺆوﻟﻴﺔ اﲡﺎه أي ﺧﻄﺄ أو‬.‫زاﻳﺪ‬ error or omission contained in this publication. .‫ﺣﺬف ﻗﺪ ﻳﺮد & ﻫﺬه اﳌﻄﺒﻮﻋﺔ‬ ‫ ﺗﺼﻤﻴﻢ‬Designed by [email protected] | www.zu.ac.ae | Twitter: @Zayed_u