‫﷽‬

‫ﺟﺎﻣﻌﺔ اﻟﺳﻭﺩاﻥ ﻟﻠﻌﻠﻭﻡ ﻭاﻟﺗﻛﻧﻭﻟﻭﺟﯾﺎ‬

‫ﻛﻠﯾﺔ اﻟﻌﻣﺎﺭة ﻭاﻟﺗﺧطﯾط‬

‫ﻗﺳﻡ اﻟﺗﺻﻣﯾﻡ اﻟﻣﻌﻣﺎﺭﻱ‬

‫اﻟﺳﻧﺔ اﻟﺧﺎﻣﺳﺔ – اﻟﻔﺻﻝ اﻟﻌﺎﺷﺭ‬

‫ﺗﻘﺭﯾﺭ ﻣﺷﺭﻭع اﻟﺗﺧﺭج ﺑﻌﻧﻭاﻥ ‪:‬‬

‫ﻧﺎﺩﻱ اﻟﻘﺭاءة ﻭاﻟﻣطﺎﻟﻌﺔ‬

‫)ﺑﻣﺩﯾﻧﺔ ﺷﻧﺩﻱ(‬

‫اﻹﺳﻡ ‪ :‬ﻣﮭﯾﺩة ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ اﻟﺣﺳﻥ‬

‫اﻷﺳﺗـــﺎﺫة ‪ :‬ﻧﺟﻭﻯ ﷴ اﻟﻣﻔﺗﻲ‬

‫ﺳﺑﺗﻣﺑﺭ ‪2018‬‬
 ‫اﻹﺳﺘِﮭﻼل‬

‫ﺻدق ﷲ ﺍﻟﻌﻅﯾﻡ ‪ -‬ﺳوﺭﺓ ﺍﻟﺯﻣــﺭ – ﺍﻵﯾﺔ ) ‪( 9‬‬

‫ﻣﮭﯾدﺓ ﺧﺎﻟد ﷴ ﻋﺑد ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﺏ‬ ‫ﻧﺎدي ﺍﻟﻘﺭﺍءﺓ وﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ا ِﻹھﺪَاء‬

‫ﺻﺩق ﷲ ﺍﻟﻌﻅﻳﻡ ‪ -‬ﺳوﺭﺓ ﺍﻹﺳﺭﺍء – ﺍﻵﻳﺔ ) ‪( 24‬‬

‫إﻟﻰ أﻣﻲ وأﺑﻲ ‪...‬‬

‫إﻟﻰ أھﻠﻲ وﻋﺷﻳﺭﺗﻲ ‪...‬‬

‫إﻟﻰ أﺳﺎﺗﺫﺗﻲ ﺍﻟﻛﺭﺍﻡ ‪...‬‬

‫إﻟﻰ ﺯﻣﻼﺋﻲ وﺯﻣﻳﻼﺗﻲ ‪...‬‬

‫إﻟﻰ ﺍﻟﺷﻣوﻉ ﺍﻟﺗﻲ ﺗﺣﺗﺭق ﻟﺗﺿﺊ ﻟﻶﺧﺭﻳﻥ ‪...‬‬

‫إﻟﻰ ﻛﻝ ﻣﻥ ﻋﻠﻣﻧﻲ ﺣﺭﻓﺎ ً ‪...‬‬

‫أھﺩﻱ ھﺫﺍ ﺍﻟﺑﺣﺙ ﺍﻟﻣﺗوﺍﺿﻊ ﺭﺍﺟﻳﺎ ً ﻣﻥ ﺍﻟﻣوﻟﻰ ﻋﺯ وﺟﻝ أﻥ ﻳﺟﺩ ﺍﻟﻘﺑوﻝ وﺍﻟﻧﺟﺎﺡ ‪...‬‬

‫ﻣﮭﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﺝ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ وﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫َﻛِﻠَﻤﺔُ اْﻟ ُ‬
‫ﺸّﻜِﺮ‬

‫ﻻﺑﺩ ﻟﻧﺎ ﻭﻧﺣﻥ ﻧﺧﻁﻭ ﺧﻁﻭﺍﺗﻧﺎ ﺍﻷﺧﻳﺭﺓ ﻓﻲ ﺍﻟﺣﻳﺎﺓ ﺍﻟﺟﺎﻣﻌﻳﺔ ﻣﻥ ﻭﻗﻔﺔ ﻧﻌﻭﺩ ﺑﻬﺎ ﺇﻟﻰ ﺃﻋﻭﺍﻡ ﻗﺿﻳﻧﺎھﺎ ﻓﻲ ﺭﺣﺎﺏ‬
‫ﺍﻟﺟﺎﻣﻌﺔ ﻣﻊ ﺃﺳﺎﺗﺫﺗﻧﺎ ﺍﻟﻛﺭﺍﻡ ﺍﻟﺫﻳﻥ ﻗﺩﻣﻭﺍ ﻟﻧﺎ ﺍﻟﻛﺛﻳﺭ ﺑﺎﺫﻟﻳﻥ ﺑﺫﻟﻙ ﺟﻬﻭﺩﺍ ﻛﺑﻳﺭﺓ ﻓﻲ ﺑﻧﺎء ﺟﻳﻝ ﺍﻟﻐﺩ ﻟﺗﺑﻌﺙ ﺍﻷﻣﺔ ﻣﻥ‬
‫ﺟﺩﻳﺩ‪...‬‬

‫ﻭﻗﺑﻝ ﺃﻥ ﻧﻣﺿﻲ ﺃﻗﺩﻡ ﺃﺳﻣﻰ ﺁﻳﺎﺕ ﺍﻟﺷﻛﺭ ﻭﺍﻻﻣﺗﻧﺎﻥ ﻭﺍﻟﺗﻘﺩﻳﺭ ﻭﺍﻟﻣﺣﺑﺔ ﺇﻟﻰ ﺍﻟﺫﻳﻥ ﺣﻣﻠﻭﺍ ﺃﻗﺩﺱ ﺭﺳﺎﻟﺔ ﻓﻲ ﺍﻟﺣﻳﺎﺓ‪...‬‬

‫ﺇﻟﻰ ﺍﻟﺫﻳﻥ ﻣﻬﺩﻭﺍ ﻟﻧﺎ ﻁﺭﻳﻖ ﺍﻟﻌﻠﻡ ﻭﺍﻟﻣﻌﺭﻓﺔ‪...‬‬

‫ﺇﻟﻰ ﺟﻣﻳﻊ ﺃﺳﺎﺗﺫﺗﻧﺎ ﺍﻷﻓﺎﺿﻝ ‪...‬‬

‫"ﻛﻥ ﻋﺎﻟﻣﺎ ‪ ...‬ﻓﺈﻥ ﻟﻡ ﺗﺳﺗﻁﻊ ﻓﻛﻥ ﻣﺗﻌﻠﻣﺎ ‪ ،‬ﻓﺈﻥ ﻟﻡ ﺗﺳﺗﻁﻊ ﻓﺄﺣﺏ ﺍﻟﻌﻠﻣﺎء ‪ ،‬ﻓﺈﻥ ﻟﻡ ﺗﺳﺗﻁﻊ ﻓﻼ ﺗﺑﻐﺿﻬﻡ"‬

‫ﻭﺃﺧص ﺑﺎﻟﺗﻘﺩﻳﺭ ﻭﺍﻟﺷﻛﺭ ‪-:‬‬

‫اﻷﺳﺗﺎﺫ ‪ :‬ﻧﺟﻭﻯ ﷴ اﻟﻣﻔﺗﻲ‬

‫ﺍﻟﺫﻱ ﻧﻘﻭﻝ ﻟﻪ ﺑﺷﺭﺍﻙ ﻗﻭﻝ ﺭﺳﻭﻝ ﷲ ﷺ‪:‬‬

‫"ﺇﻥ ﺍﻟﺣﻭﺕ ﻓﻲ ﺍﻟﺑﺣﺭ ‪ ،‬ﻭﺍﻟﻁﻳﺭ ﻓﻲ ﺍﻟﺳﻣﺎء ‪ ،‬ﻟﻳﺻﻠﻭﻥ ﻋﻠﻰ ﻣﻌﻠﻡ ﺍﻟﻧﺎﺱ ﺍﻟﺧﻳﺭ"‬

‫ﻛﻣﺎ ﺃﻧﻧﻲ ﺃﺗﻭﺟﻪ ﺑﺧﺎﻟص ﺍﻟﺷﻛﺭ ﻟﺭﺍﻋﻲ ﺍﻟﻌﻣﺎﺭﺓ ﻭﻣﺭﺑﻳﻬﺎ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﺳﻭﺩﺍﻥ ‪ ،‬ﺇﻟﻰ ﻣﻥ ﻋﻠﻣﻧﺎ ﺍﻟﺗﻔﺎﺅﻝ ﻭﺍﻟﻣﺿﻲ ﺇﻟﻰ‬
‫ﺍﻷﻣﺎﻡ ‪ ،‬ﺇﻟﻰ ﻣﻥ ﺭﻋﺎﻧﺎ ﻭﺣﺎﻓﻅ ﻋﻠﻳﻧﺎ ‪ ،‬ﺇﻟﻰ ﻣﻥ ﻭﻗﻑ ﺇﻟﻰ ﺟﺎﻧﺑﻧﺎ ﺣﺗﻰ ﺍﺧﺭ ﻟﺣﻅﺔ‪.....‬‬

‫اﻟﺩﻛﺗﻭﺭ ‪ :‬ﻋﻭﺽ ﺳﻌﺩ ﺣﺳﻥ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﺩ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫اﻟﻤﻘﺪﻣﺔ‬

‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ ﺑﺩﺃﺕ ﻧﺷﺄﺗﻬﺎ ﻓﻲ ﺩﻭﻝ ﺍﻟﻐﺭﺏ ﻓﻲ ﺍﻟﻘﺭﻥ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ﺑﻬﺩﻑ ﻣﺣﻭ ﺍﻷﻣﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬
‫ﺗﻧﻣﻳﺔ ﺍﻟﻣﻌﺎﺭﻑ ﻭﻧﺷﺭ ﺍﻟﺛﻘﺎﻓﺔ ﻭﺍﺳ‪.‬ﺗﻣﺭﺕ ﺇﻟ‪.‬ﻰ ﻳﻭﻣﻧ‪.‬ﺎ ھ‪.‬ﺫﺍ ﺑﻬ‪.‬ﺩﻑ ﺗﻧﻣﻳ‪.‬ﺔ ﺍﻟﻣﻌ‪.‬ﺎﺭﻑ ﻟ‪.‬ﺩﻯ ﺟﻣﻳ‪.‬ﻊ ﻓﺋ‪.‬ﺎﺕ ﺍﻟﻣﺟﺗﻣ‪.‬ﻊ ﺑ‪.‬ﺩﻭﻥ‬
‫ﺗﻣﻳﻳﺯ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺑﻌﺽ ﺍﻷﻧﺷﻁﺔ ﺍﻷﺧﺭﻯ )ﺇﺟﺗﻣﺎﻋﻳﺔ ﻭﺗﺭﻓﻳﻬﻳﺔ( ‪.‬‬

‫ﺍﻟﺑﺣﺙ ﻋﺑﺎﺭﺓ ﻋﻥ ﻣﺷﺭﻭﻉ ﻧﺎﺩﻱ ﻗﺭﺍءﺓ ﻭﻣﻁﺎﻟﻌﺔ ﻳﻬ‪.‬ﺩﻑ ﺇﻟ‪.‬ﻰ ﻣﺣ‪.‬ﻭ ﺍﻷﻣﻳ‪.‬ﺔ ﻭﺗﻧﻣﻳ‪.‬ﺔ ﺍﻟﻣﻌ‪.‬ﺎﺭﻑ ﻟ‪.‬ﺩﻯ ﺟﻣﻳ‪.‬ﻊ ﻓﺋ‪.‬ﺎﺕ‬
‫ﺍﻟﻣﺟﺗﻣﻊ ﻛﻣ‪.‬ﺎ ﻳﻬ‪.‬ﺩﻑ ﺇﻟ‪.‬ﻰ ﻛﺳ‪.‬ﺭ ﻋﻧﺻ‪.‬ﺭ ﺍﻟﻣﻠ‪.‬ﻝ ﻭﺍﻟﺭﺗﺎﺑ‪.‬ﺔ ﻓ‪.‬ﻲ ﺍﻟﻣﻛﺗﺑ‪.‬ﺎﺕ ﻭﺫﻟ‪.‬ﻙ ﺑ‪.‬ﺩﻣﺞ ﺍﻷﻧﺷ‪.‬ﻁﺔ ﺍﻟﺛﻘﺎﻓﻳ‪.‬ﺔ ﻭﺍﻹﺟﺗﻣﺎﻋﻳ‪.‬ﺔ‬
‫ﻭﺍﻟﺗﺭﻓﻳﻬﻳﺔ ﻓﻲ ﻧﻔﺱ ﺍﻟﻣﺑﻧﻰ ‪.‬‬

‫ﺗﻣﺎﺭﺱ ﻓﻳﻪ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻹﻁﻼﻉ ﺑﺳﺑﺏ ﺍﻟﺛﻘﺎﻓ‪.‬ﺔ ﻭﺗﻧﻣﻳ‪.‬ﺔ ﺍﻟﻣﻌ‪.‬ﺎﺭﻑ ﻛﻣ‪.‬ﺎ ﻳ‪.‬ﺗﻡ ﻓﻳ‪.‬ﻪ ﺑﻳ‪.‬ﻊ ﺍﻟﻛﺗ‪.‬ﺏ ﻓ‪.‬ﻲ ﺑﻌ‪.‬ﺽ ﺍﻟﻣﻌ‪.‬ﺎﺭﺽ‬
‫ﺑﺎﻹﺿ‪.‬ﺎﻓﺔ ﺇﻟ‪.‬ﻰ ﺑﻌ‪.‬ﺽ ﺍﻷﻧﺷ‪.‬ﻁﺔ ﺍﻟﺗ‪.‬ﻲ ﺗﻘ‪.‬ﺎﻡ ﻓﻳ‪.‬ﻪ ﻣ‪.‬ﻥ ﻣﻧﺎﻗﺷ‪.‬ﺎﺕ ﻟﻠﻛﺗ‪.‬ﺏ ﻭﻧ‪.‬ﺩﻭﺍﺕ ﻭﻣﻧﺗ‪.‬ﺩﻳﺎﺕ ﺛﻘﺎﻓﻳ‪.‬ﺔ ﻭﺇﺟﺗﻣﺎﻋﻳ‪.‬ﺔ ﺗﺭﺗﻘ‪.‬ﻲ‬
‫ﺑﺎﻟﺛﻘﺎﻓﺔ ﻭﺗﻘﻭﻱ ﺃﻭﺍﺻﺭ ﺍﻟﺭﻭﺍﺑﻁ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ‪.‬‬

‫ﻳﺧﺩﻡ ھ‪.‬ﺫﺍ ﺍﻟﻧ‪.‬ﺎﺩﻱ ﺍﻟﻣﺟﺗﻣ‪.‬ﻊ ﺑﺟﻣﻳ‪.‬ﻊ ﻓﺋﺎﺗ‪.‬ﻪ ﺣﻳ‪.‬ﺙ ﻳﻧﻣ‪.‬ﻲ ﺣ‪.‬ﺏ ﺍﻟﻘ‪.‬ﺭﺍءﺓ ﻭﺍﻹﻁ‪.‬ﻼﻉ ﻟ‪.‬ﺩﻯ ﺍﻟﻧﺷ‪.‬ﺊ ﻭﻳﺳ‪.‬ﺗﻘﻁﺏ ﺍﻟﺷ‪.‬ﺑﺎﺏ‬
‫ﻟﻣﻛﺎﻓﺣﺔ ﺍﻟﻌﻁﺎﻟﺔ ﻭﻳﻭﻓﺭ ﻟﻬﻡ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﺗﻧﻣﻳﺔ ﻗﺩﺭﺍﺗﻬﻡ ﻛﻛﺗﺎﺏ ﻭﻗﺭﺍء ‪ ,‬ﺇﺛﺭﺍء ﺍﻟﺑﺣﺙ ﺍﻟﻌﻠﻣﻲ ‪,‬ﻛﻣ‪.‬ﺎ ﻳﻛﺳ‪.‬ﺭ ﺍﻟﻣﻠ‪.‬ﻝ‬
‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺷﻳﺏ ﻭﺫﻟﻙ ﺑﺗﻭﻓﻳﺭ ﺍﻟﺟﻭ ﺍﻟﻣﻧﺎﺳﺏ ﻟﻣﻣﺎﺭﺳﺔ ﻧﺷﺎﻁﺎﺗﻬﻡ ﺳﻭﺍء ﻛﺎﻧﺕ ﺇﺟﺗﻣﺎﻋﻳﺔ ﺃﻭ ﺛﻘﺎﻓﻳﺔ ﺃﻭ ﺗﺭﻓﻳﻬﻳﺔ ‪ .‬ﺗﻌﺯﻳﺯ‬
‫ﺃﻭﺍﺻﺭ ﺍﻟﺭﻭﺍﺑﻁ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﻭﻳﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺭﻗﻲ ﺍﻟﺣﺿﺎﺭﻱ ﻟﻠﻣﺟﺗﻣﻊ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﻩ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫س‬
‫اﻟِﻔﮭِﺮ ّ‬

‫ﺍﻹﺳﺗِﻬﻼﻝ‪ .......................................................................................................................‬ﺏ‬
‫ﺍِﻹھﺩَﺍء ‪ ..........................................................................................................................‬ﺝ‬
‫َﻛِﻠَﻣﺔُ ﺍْﻟ ُ‬
‫ﺷّﻛِﺭ ‪ ......................................................................................................................‬ﺩ‬
‫ﺍﻟﻣﻘﺩﻣﺔ ‪ ...........................................................................................................................‬ﻩ‬
‫ﺱ ‪ ..........................................................................................................................‬ﻭ‬
‫ﺍﻟِﻔﻬِﺭ ّ‬
‫ﺍﻟﺑﺎﺏ ﺍﻷﻭﻝ ‪ :‬ﻧﺑــــﺫﺓ ﻋﻥ ﺍﻟﻣﺷـــــﺭﻭﻉ ‪2 ....................................................................................‬‬
‫ﺍﻟﻣﻘﺩﻣــﺔ ‪2 ...................................................................................................... -:‬‬ ‫)‪(1-1‬‬
‫ﺍﺳﻡ ﺍﻟﻣﺷﺭﻭﻉ ‪3 ................................................................................................-:‬‬ ‫)‪(1­2‬‬
‫ﺗﻌﺭﻳﻑ ﺍﻟﻣﺷﺭﻭﻉ ‪3 ........................................................................................... -:‬‬ ‫)‪(3-1‬‬
‫ﺃھﻣﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ ‪3 ............................................................................................. -:‬‬ ‫)‪(4-1‬‬
‫ﻁﺑﻳﻌﺔ ﺍﻟﻣﺷﺭﻭﻉ ‪3 ............................................................................................. -:‬‬ ‫)‪(5-1‬‬
‫ﺃھﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ ‪4 ............................................................................................ -:‬‬ ‫)‪(6-1‬‬
‫ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﻟﺗﻲ ﻳﺗﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺗﺣﻘﻳﻖ ﺍﻷھﺩﺍﻑ ‪4 ...................................................... -:‬‬ ‫)‪(7-1‬‬
‫ﺃﺳﺑﺎﺏ ﺇﺧﺗﻳﺎﺭ ﺍﻟﻣﺷﺭﻭﻉ ‪4 .................................................................................... -:‬‬ ‫)‪(8-1‬‬
‫ﺃﺑﻌﺎﺩ ﺍﻟﻣﺷﺭﻭﻉ ‪4 .............................................................................................. -:‬‬ ‫)‪(9-1‬‬
‫‪ 1.‬ﺍﻟﺑﻌﺩ ﺍﻟﻭﻅﻳﻔﻲ ‪4 ............................................................................................. -:‬‬
‫‪ .2‬ﺍﻟﺑﻌﺩ ﺍﻹﻗﺗﺻﺎﺩﻱ ‪5 .......................................................................................... -:‬‬
‫‪ .3‬ﺍﻟﺑﻌﺩ ﺍﻟﺟﻣﺎﻟﻲ ‪5 ..............................................................................................-:‬‬
‫‪ .4‬ﺍﻟﺑﻌﺩ ﺍﻟﺛﻘﺎﻓﻲ ‪5 ............................................................................................... -:‬‬
‫‪ .5‬ﺍﻟﺑﻌﺩ ﺍﻹﺟﺗﻣﺎﻋﻲ ‪5 ........................................................................................... :‬‬
‫)‪ (10-1‬ﺗﺣﺩﻳﺎﺕ ﺍﻟﻣﺷﺭﻭﻉ ‪5 ........................................................................................... -:‬‬
‫)‪ (11-1‬ﺍﻟﻣﻌﺎﻳﻳﺭ ﺍﻟﺗﺻﻣﻳﻣﻳﺔ ﻭﺍﻟﺗﺧﻁﻳﻁﻳﺔ ﻟﻠﻣﻛﺗﺑﺎﺕ ‪5 .............................................................. -:‬‬
‫‪ .1‬ﺍﻟﻧﻭﺍﺣﻲ ﺍﻟﺗﺧﻁﻳﻁﻳﺔ ‪5 ...................................................................................... -:‬‬
‫‪ .2‬ﺍﻟﻧﻭﺍﺣﻲ ﺍﻟﺗﺻﻣﻳﻣﻳﺔ ‪6 ...................................................................................... -:‬‬
‫‪ .3‬ﺍﻟﻧﻭﺍﺣﻲ ﺍﻟﺑﻳﺋﻳﺔ ‪6 ............................................................................................ -:‬‬
‫)‪ (12-1‬ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻟﺗﻲ ﺗﺅﺧﺫ ﻓﻲ ﺍﻹﻋﺗﺑﺎﺭ ﻋﻧﺩ ﺗﺻﻣﻳﻡ ﺍﻟﻣﻛﺗﺑﺎﺕ ‪6 ..................................... -:‬‬
‫‪ 1.‬ﺍﻟﻣﻭﺍﺩ ‪6 ...................................................................................................... ­:‬‬
‫‪ 2.‬ﺍﻟﻣﺳﺗﺧﺩﻣﻭﻥ ‪6 ............................................................................................... ­:‬‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﻭ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﺍﻟﺑﺎﺏ ﺍﻟﺛﺎﻧﻲ ‪ :‬ﺟﻣﻊ ﺍﻟﻣﻌﻠﻭﻣـــــــﺎﺕ ‪2 ........................................................................................‬‬
‫ﻣﺩﺧﻝ ﺍﻟﻰ ﺍﻟﻣﺭﺍﻛﺯ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺍﻟﻣﻛﺗﺑﺎﺕ ‪2 ....................................................................-:‬‬ ‫)‪(1-2‬‬
‫‪ .1‬ﺃھﻣﻳﺔ ﺍﻟﺛﻘﺎﻓﺔ ‪2 .............................................................................................. - :‬‬
‫‪ .2‬ﺗﻌﺭﻳﻑ ﺍﻟﺛﻘﺎﻓﺔ ‪2 ............................................................................................ - :‬‬
‫‪ .3‬ﺍﻟﺗﻁﻭﺭ ﺍﻟﺗﺎﺭﻳﺧﻲ ﻟﻠﻣﺭﺍﻛﺯ ﺍﻟﺛﻘﺎﻓﻳﺔ ‪2 ..................................................................... - :‬‬
‫‪ .4‬ﺃﻧﻭﺍﻉ ﺍﻟﺛﻘﺎﻓﺔ ﺑﺎﻟﺳﻭﺩﺍﻥ‪2 .................................................................................... -:‬‬
‫‪ .5‬ﻣﻛﻭﻧﺎﺕ ﺍﻟﻣﺟﻣﻌﺎﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ‪3 ............................................................................... -:‬‬
‫‪ .6‬ﻣﺷﺎﻛﻝ ﺍﻟﺛﻘﺎﻓﺔ ﻓﻲ ﺍﻟﺳﻭﺩﺍﻥ‪3 ............................................................................... -:‬‬
‫‪ .7‬ﻧﺑﺫﺓ ﺗﺎﺭﻳﺧﻳﺔ ﻋﻥ ﺍﻟﻣﻛﺗﺑﺎﺕ‪3 ............................................................................... -:‬‬
‫‪ .8‬ﺍﻟﻣﻛﺗﺑﺎﺕ ﺍﻟﺣﺩﻳﺛﺔ )ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻘﺭﻥ ﺍﻟﻭﺍﺣﺩ ﻭﺍﻟﻌﺷﺭﻳﻥ ﻭﺍﻟﻣﺳﺗﻘﺑﻝ( ‪3 ............................... -:‬‬
‫‪ .9‬ﺍﻟﻣﻛﺗﺑﺎﺕ ﻓﻲ ﻋﺻﺭ ﺍﻹﻧﺗﺭﻧﺕ‪4 ............................................................................ -:‬‬
‫‪ .10‬ﺍﻧﻭﺍﻉ ﺍﻟﻣﻛﺗﺑﺎﺕ ‪4 ............................................................................................-:‬‬
‫‪ .11‬ﺍﻟﻧﻭﺍﺣﻲ ﺍﻟﺗﻲ ﻳﺟﻲ ﻣﺭﺍﻋﺎﺗﻬﺎ ﻋﻧﺩ ﺍﺧﺗﻳﺎﺭ ﻣﻭﻗﻊ ﺍﻟﻣﻛﺗﺑﺔ ‪5 .............................................. -:‬‬
‫ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﻣﺷﺎﺑﻬﺔ ‪6 ............................................................................................ ­:‬‬ ‫)‪(2-2‬‬
‫‪ .1‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻌﺎﻟﻣﻲ ‪6 ............................................................................................:‬‬
‫‪ .2‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻣﺣﻠﻲ ‪10.......................................................................................... -:‬‬
‫ﺍﻟﺑﺎﺏ ﺍﻟﺛﺎﻟﺙ ‪ :‬ﺗﺣﻠﻳــﻝ ﺍﻟﻣﻌﻠﻭﻣـــﺎﺕ ‪17.......................................................................................‬‬
‫)‪ (1-3‬ﺗﺣﻠﻳﻝ ﺍﻟﻔﺭﺍﻏـــﺎﺕ ‪17............................................................................................. ­:‬‬
‫‪ .1‬ﻣﻛﻭﻧﺎﺕ ﺍﻟﻣﺷﺭﻭﻉ ‪17....................................................................................... -:‬‬
‫‪ .2‬ﺩﺭﺍﺳﺔ ﺍﻟﻔﺭﺍﻏﺎﺕ ‪21.........................................................................................-:‬‬
‫‪ .3‬ﺟﺩﻭﻝ ﺍﻟﻣﺳﺎﺣﺎﺕ ‪29........................................................................................ -:‬‬
‫‪ .4‬ﺍﻟﻣﺧﻁﻁ ﺍﻟﻬﺭﻣﻲ ‪31.........................................................................................-:‬‬
‫‪ .5‬ﻣﺧﻁﻁﺎﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﻳﻔﻳﺔ ‪32.......................................................................... -:‬‬
‫‪ .6‬ﻣﺧﻁﻁﺎﺕ ﺍﻟﺣﺭﻛﺔ ‪36....................................................................................... -:‬‬
‫)‪ (2-3‬ﺩﺭﺍﺳﺔ ﺍﻟﻣﻭﻗﻊ ‪39.................................................................................................. -:‬‬
‫‪ .1‬ﺍﺧﺗﻳـــﺎﺭ ﺍﻟﻣﻭﻗﻊ ‪39..........................................................................................-:‬‬
‫‪ .2‬ﺃھﻣﻳﺔ ﺍﻟﻣﻭﻗﻊ ‪41............................................................................................. -:‬‬
‫‪ .3‬ﺍﻟﺧﺩﻣﺎﺕ ‪41.................................................................................................. -:‬‬
‫‪ .4‬ﺍﻟﻣﻭﻗﻊ ﺍﻟﺟﻐﺭﺍﻓﻲ ‪41........................................................................................ -:‬‬
‫‪ .5‬ﺍﻟﻣﺟﺎﻭﺭﺍﺕ ‪42............................................................................................... -:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﺯ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫‪ .6‬ﺍﻟﺗﺭﺑﺔ ‪42..................................................................................................... -:‬‬
‫‪ .7‬ﺍﻟﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺋﻲ ﻟﻠﻣﻭﻗﻊ ‪42................................................................................... -:‬‬
‫‪ .8‬ﺍﻟﻭﺻﻭﻟﻳﺔ ‪43................................................................................................. -:‬‬
‫‪ .9‬ﺍﻟﺗﺄﺛﻳﺭ ﻋﻠﻰ ﺍﻟﻣﻭﻗﻊ ‪45...................................................................................... -:‬‬
‫‪ .10‬ﺍﻟﻣﺅﺷﺭﺍﺕ ﻭﺍﻟﻣﻭﺟﻬﺎﺕ ‪45................................................................................. -:‬‬
‫)‪ (3-3‬ﺍﻟﺗﻧﻁﻳﻖ ‪46......................................................................................................... -:‬‬
‫ﺍﻟﺑﺎﺏ ﺍﻟﺭﺍﺑﻊ ‪ :‬ﻓﻠﺳﻔﺔ ﺍﻟﺗﺻﻣﻳﻡ ‪50...............................................................................................‬‬
‫ﺍﻟﻔﻛﺭﺓ ﺍﻟﺗﺻﻣﻳﻣﻳﺔ ‪50.......................................................................................... -:‬‬ ‫)‪(1-4‬‬
‫ﺍﻟﺗﺻﻣﻳﻡ ﺍﻟﻣﺑﺩﺋﻲ ‪51........................................................................................... -:‬‬ ‫)‪(2-4‬‬
‫ﺍﻟﺗﺻﻣﻳﻡ ﺍﻟﻣﺗﻁﻭﺭ ‪57.......................................................................................... -:‬‬ ‫)‪(3-4‬‬
‫ﺍﻟﺑﺎﺏ ﺍﻟﺧﺎﻣﺱ ‪ :‬ﺍﻟﺣﻠـــــﻭﻝ ﺍﻟﺗﻘﻧﻳﺔ ‪62.........................................................................................‬‬
‫)‪ (1-5‬ﺍﻟﻧﻅﺎﻡ ﺍﻹﻧﺷﺎﺋﻲ ‪62.............................................................................................. -:‬‬
‫‪ .1‬ﺍﻻﺳﺎﺳﺎﺕ ‪62................................................................................................. -:‬‬
‫‪ .2‬ﺍﻷﻋﻣﺩﺓ ‪62................................................................................................... -:‬‬
‫‪ .3‬ﺍﻷﺳﻘﻑ ‪63................................................................................................... -:‬‬
‫‪ .4‬ﺍﻟﻌﺯﻝ ﺍﻟﺣﺭﺍﺭﻯ ﻟﻠﻣﺑﻧﻰ ‪64................................................................................. -:‬‬
‫‪ .5‬ﻋﺯﻝ ﺍﻟﺭﻁﻭﺑﺔ ‪65........................................................................................... -:‬‬
‫)‪ (2-5‬ﺍﻟﻣﻌﺎﻟﺟﺎﺕ )ﺍﻟﺗﺷﻁﻳﺑﺎﺕ( ‪65.....................................................................................-:‬‬
‫‪ 1.‬ﺗﻧﺳﻳﻖ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺧﺿﺭﺍء ‪65............................................................................... -:‬‬
‫‪ 2.‬ﺗﻧﺳﻳﻖ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺻﻧﺎﻋﻳﺔ ‪65.............................................................................. -:‬‬
‫‪ 3.‬ﺍﻟﻣﻣﺭﺍﺕ ﺍﻟﻣﺭﺻﻭﻓﺔ ‪65..................................................................................... -:‬‬
‫‪ 4.‬ﺍﻟﻌﻧﺎﺻﺭ ﻭ ﺍﻟﻣﺳﻁﺣﺎﺕ ﺍﻟﻣﺎﺋﻳﺔ ‪66........................................................................ -:‬‬
‫‪ 5.‬ﺍﻟﻣﻳﺎﻩ ﺍﻟﻣﺣﺎﻁﺔ ﺑﺈﻁﺎﺭ ‪66................................................................................... -:‬‬
‫‪ 6.‬ﺗﺷﻁﻳﺑﺎﺕ ﺍﻷﺳﻘﻑ‪67......................................................................................... :‬‬
‫‪ .7‬ﺍﻟﺗﺷﻁﻳﺏ ﺑﺄﻟﻭﺍﺡ ﺍﻷﻟﻳﺎﻑ ﺍﻟﺯﺟﺎﺟﻳﺔ ‪67..................................................................... :‬‬
‫)‪ (3-5‬ﺍﻟﺧﺩﻣــــــﺎﺕ ‪67................................................................................................. -:‬‬
‫ﺍﻹﺿﺎءﺓ ‪67............................................................................................................‬‬
‫ﺧﻁﺄ! اﻹﺷﺎﺭة اﻟﻣﺭﺟﻌﯾﺔ ﻏﯾﺭ ﻣﻌّﺭﻓﺔ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﺡ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫`‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﻁ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫اﻟﻤﻠﺨﺺ‬

‫ﺎﻓﺔ‬K‫ﺔ ﺑﺎﻹﺿ‬K‫ﻭ ﺍﻷﻣﻳ‬K‫ﻧﻭﺍﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ ﺑﺩﺃﺕ ﻧﺷﺄﺗﻬﺎ ﻓﻲ ﺩﻭﻝ ﺍﻟﻐﺭﺏ ﻓﻲ ﺍﻟﻘﺭﻥ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ﺑﻬﺩﻑ ﻣﺣ‬
.‫ﺇﻟﻰ ﺗﻧﻣﻳﺔ ﺍﻟﻣﻌﺎﺭﻑ ﻭﻧﺷﺭ ﺍﻟﺛﻘﺎﻓﺔ ﻭﺍﺳﺗﻣﺭﺕ ﺇﻟﻰ ﻳﻭﻣﻧﺎ ھﺫﺍ‬

‫ﺎﺕ‬K‫ﻊ ﻓﺋ‬K‫ﺩﻯ ﺟﻣﻳ‬K‫ﺎﺭﻑ ﻟ‬K‫ﺔ ﺍﻟﻣﻌ‬K‫ﺔ ﻭﺗﻧﻣﻳ‬K‫ﻭ ﺍﻷﻣﻳ‬K‫ﺭﺽ ﻣﺣ‬K‫ﺔ ﺑﻐ‬K‫ﺭﺍءﺓ ﻭﻣﻁﺎﻟﻌ‬K‫ﺎﺩﻱ ﻗ‬K‫ﺭﻭﻉ ﻧ‬K‫ﻥ ﻣﺷ‬K‫ﺎﺭﺓ ﻋ‬K‫ﺙ ﻋﺑ‬K‫ﺍﻟﺑﺣ‬
‫ﺔ‬K‫ﺔ ﻭﺍﻹﺟﺗﻣﺎﻋﻳ‬K‫ﻁﺔ ﺍﻟﺛﻘﺎﻓﻳ‬K‫ﺩﻣﺞ ﺍﻷﻧﺷ‬K‫ﻙ ﺑ‬K‫ﺎﺕ ﻭﺫﻟ‬K‫ﻲ ﺍﻟﻣﻛﺗﺑ‬K‫ﺔ ﻓ‬K‫ﻝ ﻭﺍﻟﺭﺗﺎﺑ‬K‫ﺭ ﺍﻟﻣﻠ‬K‫ﺭ ﻋﻧﺻ‬K‫ﻰ ﻛﺳ‬K‫ﺩﻑ ﺇﻟ‬K‫ﺎ ﻳﻬ‬K‫ﺍﻟﻣﺟﺗﻣﻊ ﻛﻣ‬
. ‫ﻭﺍﻟﺗﺭﻓﻳﻬﻳﺔ ﻓﻲ ﻧﻔﺱ ﺍﻟﻣﺑﻧﻰ‬

‫ﺎﺭﺽ‬K‫ﺽ ﺍﻟﻣﻌ‬K‫ﻲ ﺑﻌ‬K‫ﺏ ﻓ‬K‫ﻊ ﺍﻟﻛﺗ‬K‫ﻪ ﺑﻳ‬K‫ﺗﻡ ﻓﻳ‬K‫ﺎ ﻳ‬K‫ﺎﺭﻑ ﻛﻣ‬K‫ﺔ ﺍﻟﻣﻌ‬K‫ﺔ ﻭﺗﻧﻣﻳ‬K‫ﺗﻣﺎﺭﺱ ﻓﻳﻪ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻹﻁﻼﻉ ﺑﺳﺑﺏ ﺍﻟﺛﻘﺎﻓ‬
‫ﻲ‬K‫ﺔ ﺗﺭﺗﻘ‬K‫ﺔ ﻭﺇﺟﺗﻣﺎﻋﻳ‬K‫ﺩﻳﺎﺕ ﺛﻘﺎﻓﻳ‬K‫ﺩﻭﺍﺕ ﻭﻣﻧﺗ‬K‫ﺏ ﻭﻧ‬K‫ﺎﺕ ﻟﻠﻛﺗ‬K‫ﻥ ﻣﻧﺎﻗﺷ‬K‫ﻪ ﻣ‬K‫ﺎﻡ ﻓﻳ‬K‫ﻲ ﺗﻘ‬K‫ﻁﺔ ﺍﻟﺗ‬K‫ﺽ ﺍﻷﻧﺷ‬K‫ﻰ ﺑﻌ‬K‫ﺎﻓﺔ ﺇﻟ‬K‫ﺑﺎﻹﺿ‬
. ‫ﺑﺎﻟﺛﻘﺎﻓﺔ ﻭﺗﻘﻭﻱ ﺃﻭﺍﺻﺭ ﺍﻟﺭﻭﺍﺑﻁ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ‬

‫ﺑﺎﺏ‬K‫ﺗﻘﻁﺏ ﺍﻟﺷ‬K‫ﺊ ﻭﻳﺳ‬K‫ﺩﻯ ﺍﻟﻧﺷ‬K‫ﻼﻉ ﻟ‬K‫ﺭﺍءﺓ ﻭﺍﻹﻁ‬K‫ﺏ ﺍﻟﻘ‬K‫ﻲ ﺣ‬K‫ﺙ ﻳﻧﻣ‬K‫ﻪ ﺣﻳ‬K‫ﻊ ﻓﺋﺎﺗ‬K‫ﻊ ﺑﺟﻣﻳ‬K‫ﺎﺩﻱ ﺍﻟﻣﺟﺗﻣ‬K‫ﺫﺍ ﺍﻟﻧ‬K‫ﻳﺧﺩﻡ ھ‬
‫ﻝ‬K‫ﺭ ﺍﻟﻣﻠ‬K‫ﺎ ﻳﻛﺳ‬K‫ﻛﻣ‬, ‫ ﺇﺛﺭﺍء ﺍﻟﺑﺣﺙ ﺍﻟﻌﻠﻣﻲ‬, ‫ﻟﻣﻛﺎﻓﺣﺔ ﺍﻟﻌﻁﺎﻟﺔ ﻭﻳﻭﻓﺭ ﻟﻬﻡ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﺗﻧﻣﻳﺔ ﻗﺩﺭﺍﺗﻬﻡ ﻛﻛﺗﺎﺏ ﻭﻗﺭﺍء‬
‫ ﺗﻌﺯﻳﺯ‬. ‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺷﻳﺏ ﻭﺫﻟﻙ ﺑﺗﻭﻓﻳﺭ ﺍﻟﺟﻭ ﺍﻟﻣﻧﺎﺳﺏ ﻟﻣﻣﺎﺭﺳﺔ ﻧﺷﺎﻁﺎﺗﻬﻡ ﺳﻭﺍء ﻛﺎﻧﺕ ﺇﺟﺗﻣﺎﻋﻳﺔ ﺃﻭ ﺛﻘﺎﻓﻳﺔ ﺃﻭ ﺗﺭﻓﻳﻬﻳﺔ‬
. ‫ﺃﻭﺍﺻﺭ ﺍﻟﺭﻭﺍﺑﻁ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﻭﻳﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺭﻗﻲ ﺍﻟﺣﺿﺎﺭﻱ ﻟﻠﻣﺟﺗﻣﻊ‬

ABSTRACT

Reading clubs started its earlier times in the west in the 19th century with the
purpose of ending ignorance in addition to spreading and nurturing culture , and it
continued until this day.

This report is about reading club project which is main goal of ending ignorance
and increasing knowledge to all levels of society, it also aims to change the idea of
boredom about libraries and that can be achieved by including cultural, social and
entertaining activities to the building.

Reading is essential with the purpose of uprising of the scientific and cultural
level of the country, there are also purchasable books in some of the exhibitions, in
addition to some of the activities held such as discussions and cultural conversations
which rises with common knowledge and social connections.

This club serves the society with all its levels and factions where it nurtures he
love of reading and with generations to come, it also lures in youth in an attempt to
fight unemployment and present a suitable environment to develop their abilities as
readers and writers, and it also enriches scientific research without forgetting
getting rid of boredom considering the elderly of the citizens by preparing the
appropriate environment to exercise their activities whether if it was social, cultural
or entertaining activities.
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﻱ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫ﺍﻟﺑﺎﺏ ﺍﻷﻭﻝ ‪ :‬ﻧﺑﺫﺓ ﻋﻥ ﺍﻟﻣﺷــــــــــﺭﻭع‬

‫ﺍﻟﻣﻘﺩﻣﺔ‬ ‫•‬
‫ﺍﺳﻡ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺍھﻣﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﻁﺑﻳﻌﺔ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺃھﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﻟﺗﻲ ﻳﺗﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺗﺣﻘﻳﻖ ﺍﻷھﺩﺍﻑ‬ ‫•‬
‫ﺃﺳﺑﺎﺏ ﺃﺧﺗﻳﺎﺭ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺃﺑﻌﺎﺩ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺗﺣﺩﻳﺎﺕ ﺍﻟﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺍﻟﻣﻌﺎﻳﻳﺭ ﺍﻟﺗﺻﻣﻳﻣﻳﺔ ﻭﺍﻟﺗﺧﻁﻳﻁﻳﺔ ﻟﻠﻣﻛﺗﺑﺎﺕ‬ ‫•‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻷول ‪ :‬ﻧﺒــــﺬﺓ ﻋﻦ ﺍﻟﻤﺸـــــﺮوع‬
‫)‪ (1-1‬ﺍﻟﻤﻘﺪﻣــﺔ ‪-:‬‬
‫ﺍﻟﺣﻣﺩ  ﺍﻟﺫﻱ ھﺩﺍﻧﺎ ﻟﻬﺫﺍ ﻭﻣﺎ ﻛﻧﺎ ﻟﻧﻬﺗﺩﻱ ﻟﻭﻻ ﺃﻥ ھﺩﺍﻧﺎ ﷲ ﻭﺍﻟﺣﻣﺩ  ﺍﻟﺫﻱ ﻧﺳﺗﻌﻳﻧﻪ ﻭﻧﺳﺗﻐﻔﺭﻩ ﻭﻧﻌﻭﺫ ﺑﻪ ﻣ&ﻥ‬
‫ﺫﻧﻭﺑﻧﺎ ﻭﺳﻳﺋﺎﺕ ﺃﻋﻣﺎﻟﻧﺎ ‪ ...‬ﺃﻣﺎ ﺑﻌﺩ ‪-:‬‬

‫ﻟﻘﺩ ﺍﺯﺩﺍﺩﺕ ﺃھﻣﻳﺔ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﺑﺎﻧﻲ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻓﻲ ﺍﻟﻌﺻﺭ ﺍﻟﺣﺩﻳﺙ ﺑﺈﻋﺗﺑﺎﺭھﺎ ﻣﻥ ﺍﻟﻌﻧﺎﺻ&ﺭ ﺍﻟﻣﻬﻣ&ﺔ ﺍﻟﺗ&ﻲ ﺗﺳ&ﺎﻋﺩ‬
‫ﻋﻠﻰ ﺗﻧﻣﻳﺔ ﺍﻟﻣﻌﺎﺭﻑ ﻭﻧﺷﺭ ﺍﻟﺛﻘﺎﻓﺔ ﻭﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺭﻗﻲ ﺍﻟﺣﺿﺎﺭﻱ ﻟﻠﻣﺟﺗﻣﻊ ‪ .........‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟ&ﻙ ﻓ&ﺈﻥ ھ&ﺫﺍ‬
‫ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﻣﺑﺎﻧﻲ ﻳﺳﺎﻋﺩ ﻋﻠﻰ ﺧﻠﻖ ﺑﻳﺋﺔ ﻋﺻﺭﻳﺔ ﻭﺣﺿﺭﻳﺔ ﻣﻣﻳﺯﺓ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻣﺩﻳﻧ&ﺔ ﻭﻋﻠ&ﻰ ﺍﻟﻣﺳ&ﺗﻭﻯ ﺍﻻﻗﻠ&ﻳﻠﻡ‬
‫ﻛﻛﻝ ‪.‬‬

‫ﻭﺑﻣﺎ ﺃﻥ ﺍﻟﺳﻭﺩﺍﻥ ﻳﺷﻬﺩ ﻧﻬﺿﺔ ﻛﺑﻳﺭﺓ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻌﻠﻡ ﻭﺍﻟﺗﻌﻠﻡ ﻭﺗﺑﺎﺩﻝ ﺍﻟﺛﻘﺎﻓﺎﺕ ﻓﺈﻧﻪ ﻳﻔﺗﻘﺭ ﻟﻣﺛ&ﻝ ھ&ﺫﺍ ﺍﻟﻧ&ﻭﻉ ﻣ&ﻥ‬
‫ﺍﻟﻣﺷﺎﺭﻳﻊ ﻭﺗﺣﺩﻳﺩﺍ ﻓﻲ ﺍﻟﻭﻻﻳﺎﺕ ﺧﺎﺭﺝ ﺍﻟﻌﺎﺻﻣﺔ ﺍﻟﺧﺭﻁ&ﻭﻡ ‪ ,‬ﺣﻳ&ﺙ ﺗﺳ&ﺎھﻡ ﻣﺛ&ﻝ ھ&ﺫﻩ ﺍﻟﻣﺷ&ﺎﺭﻳﻊ ﻓ&ﻲ ﺭﻓ&ﻊ ﻣﺳ&ﺗﻭﻯ‬
‫ﺍﻟﻭﻋﻲ ﻭﺍﻟﺛﻘﺎﻓﺔ ﻭﺇﺧﺭﺍﺝ ﺃﺟﻳﺎﻝ ﻣﺛﻘﻔﺔ ﺗﺳﺎھﻡ ﻓﻲ ﺭﻓﻌﺔ ﺍﻟﺑﻼﺩ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪2‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (2-1‬ﺍﺳﻢ ﺍﻟﻤﺸﺮوع ‪-:‬‬
‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ ﺑﻣﺩﻳﻧﺔ ﺷﻧﺩﻱ‬

‫)‪ (3-1‬ﺗﻌﺮﯾﻒ ﺍﻟﻤﺸﺮوع ‪-:‬‬

‫ھﻭ ﻣﺷﺭﻭﻉ ﺗﺻﻣﻳﻡ ﻧﺎﺩﻱ ﻟﻠﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ ﻭ ھﻭ ﻋﺑﺎﺭﺓ ﻋﻥ ﻣﺅﺳﺳﺔ ﺗﻌﻠﻳﻣﻳﺔ ﺛﻘﺎﻓﻳ&ﺔ ﺗﺭﻓﻳﻬﻳ&ﺔ ﺗﻧﺷ&ﺅھﺎ ﺍﻟﺩﻭﻟ&ﺔ‬
‫ﻭﺗﻣﻭﻟﻬﺎ ﻣﻥ ﺍﻟﻣﻳﺯﺍﻧﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻬﺎ ‪,‬ﻛﻣﺎ ﻳﻌﻣﻝ ﺍﻟﻧﺎﺩﻱ ﻋﻠﻰ ﺇﺛﺭﺍء ﺍﻟﺟﺎﻧﺏ ﺍﻟﺛﻘﺎﻓﻲ ﻭﺍﻟﻔﻛﺭﻱ ﺣﻳﺙ ﺗﻣﺎﺭﺱ ﻓﻳ&ﻪ ﺍﻟﻘ&ﺭﺍءﺓ‬
‫ﻭﺍﻟﻣﻁﺎﻟﻌﺔ ﻭﺍﻟﻣﻧﺎﻗﺷﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺑﻌﺽ ﺍﻷﻧﺷﻁﺔ ﻭﺍﻟﺗﺭﻓﻳﻬﻳﺔ ﺑﻣﺎ ﻳﻧﺎﺳﺏ ﺛﻘﺎﻓ&ﺔ ﺍﻟﺑﻠ&ﺩ ﻭﺍﻷﻧﺷ&ﻁﺔ ﺍﻟﺗ&ﻲ ﺗﻣ&ﺎﺭﺱ ﻓ&ﻲ‬
‫ﺍﻟﻣﺩﻳﻧﺔ ‪ .‬ﻭﻳﻛﻭﻥ ﻓﻲ ﺧﺩﻣﺔ ﺍﻟﻘ&ﺭﺍء ﻭﺍﻟﻣ&ﻭﺍﻁﻧﻳﻥ ﻣ&ﻥ ﻛﺎﻓ&ﺔ ﺍﻟﻁﺑﻘ&ﺎﺕ ﺍﻹﺟﺗﻣﺎﻋﻳ&ﺔ ﻭﺍﻟﻣﻬﻧﻳ&ﺔ ﻋﻠ&ﻰ ﺇﺧ&ﺗﻼﻑ ﻣ&ﺅھﻼﺗﻬﻡ‬
‫ﺍﻟﻌﻠﻣﻳﺔ ﻭﻋﻠﻰ ﺇﺧﺗﻼﻑ ﺍﻷﻋﻣﺎﺭ ﻭﺍﻟﻣﻬﻥ ﻭﺍﻟﺛﻘﺎﻓﺎﺕ ‪.‬‬

‫ﻭھﻭ ﻣﻥ ﺃھﻡ ﺍﻟﻭﺳﺎﺋﻝ ﺍﻟﺗﻲ ﺗﻌﻳﻥ ﻋﻠﻰ ﻧﺷﺭ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻹﺭﺗﻘﺎء ﺑﻣﺳﺗﻭﻯ ﺍﻟﺛﻘﺎﻓﺔ ﻓﻲ ﺍﻟﺑﻳﺋﺔ ‪.‬‬

‫)‪ (4-1‬أھﻤﯿﺔ ﺍﻟﻤﺸﺮوع ‪-:‬‬

‫‪ x‬ﺗﻭﻓﻳﺭ ﺑﻳﺋﺔ ﻣﻧﺎﺳﺑﺔ ﻟﺗﻌﻠﻳﻡ ﺍﻷﻣﻳﻳﻥ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ ‪.‬‬
‫‪ x‬ﺗﻁﻭﻳﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻌﻠﻡ ‪.‬‬
‫‪ x‬ﺗﻧﻣﻳﺔ ﺍﻟﺟﺎﻧﺏ ﺍﻟﺛﻘﺎﻓﻲ ﺑﺻﻭﺭﺓ ﻋﺎﻣﺔ ‪.‬‬
‫‪ x‬ﺗﻁﻭﻳﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﻔﻛﺭﻱ ﻟﻠﻔﺭﺩ ﻭﺗﻐﻳﻳﺭ ﺳﻠﻭﻛﻪ ﻭﺗﻘﻭﻳﻣﻪ ﻭﺗﺻﺣﻳﺣﻪ ‪.‬‬
‫‪ x‬ﻣﻬﻡ ﻹﺛﺭﺍء ﺍﻟﺑﺣﺙ ﺍﻟﻌﻠﻣﻲ ‪.‬‬
‫‪ x‬ﺗﻌﻠﻳﻡ ﻭﺗﺩﺭﻳﺏ ﺍﻟﻛﺗﺎﺏ ‪.‬‬
‫‪ x‬ﺗﻭﻓﻳﺭ ﺍﻟﺑﻳﺋﻳﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﻣﻣﺎﺭﺳﺔ ﺍﻟﻬﻭﺍﻳﺎﺕ ﻭﺍﻷﻧﺷﻁﺔ ﺍﻟﺛﻘﺎﻓﻳﺔ ‪.‬‬
‫‪ x‬ﺗﻌﺯﻳﺯ ﺃﻭﺍﺻﺭ ﺍﻟﺭﻭﺍﺑﻁ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﺑﻳﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻣﺟﺗﻣﻊ ‪.‬‬
‫‪ x‬ﺣﻝ ﺑﻌﺽ ﺍﻟﻣﺷﻛﻼﺕ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﻋﻥ ﻁﺭﻳﻖ ﺍﻟﻧﺩﻭﺍﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺍﻟﻌﺭﻭﺽ ﺍﻟﻣﺳﺭﺣﻳﺔ ‪.‬‬
‫‪ x‬ﻳﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺭﻗﻲ ﺍﻟﺣﺿﺎﺭﻱ ﻟﻠﻣﺟﺗﻣﻊ ‪.‬‬

‫)‪ (5-1‬طﺒﯿﻌﺔ ﺍﻟﻤﺸﺮوع ‪-:‬‬

‫ﻳﺟﻣ &ﻊ ﺍﻟﻣﺷ &ﺭﻭﻉ ﺑ&ﻳﻥ ﺍﻟﻧﺷ&ﺎﻁ ﺍﻟﺛﻘ&ﺎﻓﻲ ﻭﺍﻟﺗﻌﻠﻳﻣ &ﻲ ﺑﺎﻹﺿ &ﺎﻓﺔ ﺇﻟ&ﻰ ﺑﻌ &ﺽ ﺍﻷﻧﺷ&ﻁﺔ ﺍﻟﺗﺭﻓﻳﻬﻳ&ﺔ ﻭﺍﻟﺗ&ﻲ ﺗﺗﻣﺛ &ﻝ ﻓ &ﻲ‬
‫ﻣﻣﺎﺭﺳﺔ ﺍﻷﻟﻌﺎﺏ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪3‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (6-1‬أھﺪﺍﻑ ﺍﻟﻤﺸﺮوﻉ ‪-:‬‬
‫‪ x‬ﺗﻧﻣﻳﺔ ﺍﻟﺟﺎﻧﺏ ﺍﻟﺛﻘﺎﻓﻲ ﻭﺍﻟﺗﻭﻋﻭﻱ ﻓﻲ ﺍﻟﻣﺟﺗﻣﻊ ‪.‬‬
‫‪ x‬ﺗﻭﻓﻳﺭ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻹﺳﺗﻘﻁﺎﺏ ﺍﻟﺷﺑﺎﺏ ﻭﺗﻭﻋﻳﺗﻬﻡ ﻭﺗﺛﻘﻳﻔﻬﻡ ‪.‬‬
‫‪ x‬ﺗﻭﻓﻳﺭ ﺃﻣﺎﻛﻥ ﻹﻗﺎﻣﺔ ﺍﻟﻣﻧﺎﻗﺷﺎﺕ ﻭﺍﻟﻠﻳﺎﻟﻲ ﺍﻟﺷﻌﺭﻳﺔ ﻭﻏﻳﺭھﺎ ﻣﻥ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺛﻘﺎﻓﻳﺔ ‪.‬‬
‫‪ x‬ﺗﻧﻣﻳﺔ ﻭﺗﻁﻭﻳﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻌﻠﻡ ‪.‬‬
‫‪ x‬ﺗﻧﻣﻳﺔ ﻣﻭﺍھﺏ ﻭﻗﺩﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﻋﻥ ﻁﺭﻳﻖ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ ‪.‬‬
‫‪ x‬ﺗﻁﻭﻳﺭ ﻣﻔﻬﻭﻡ ﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺟﻌﻠﻪ ﻧﺷﺎﻁ ﻣﻔﻌﻡ ﺑﺎﻟﺗﺭﻓﻳﻪ ﻭﺧﺎﻟﻲ ﻣﻥ ﺍﻟﺟﻣﻭﺩ ‪.‬‬
‫‪ x‬ﺭﻓﻊ ﺍﻟﻭﻋﻲ ﺍﻟﺗﻌﻠﻳﻣﻲ ﻟﻸﺟﻳﺎﻝ ﺍﻟﻘﺎﺩﻣﺔ ‪.‬‬
‫‪ x‬ﺗﻭﻓﻳﺭ ﺃﺟﻭﺍء ﺃﻛﺛﺭ ﻣﻼﺋﻣﺔ ﻟﻠﻘﺭﺍءﺓ ﻭﺍﻹﺳﺗﻳﻌﺎﺏ ﻭﺍﻟﺗﻌﻠﻡ ‪.‬‬

‫)‪ (7-1‬ﺍﻹﺳﺘﺮﺍﺗﯿﺠﯿﺔ ﺍﻟﺘﻲ ﯾﺘﻢ ﻣﻦ ﺧﻼﻟﮭﺎ ﺗﺤﻘﯿﻖ ﺍﻷھﺪﺍﻑ ‪-:‬‬

‫‪ x‬ﺇﻧﺷﺎء ﻓﺭﺍﻏﺎﺕ ﺩﺭﺍﺳﻳﺔ ﻭﺗﻬﻳﺋﺔ ﺍﻟﺟﻭ ﺍﻟﻣﻼﺋﻡ ﻟﺟﺫﺏ ﺍﻟﻁﻼﺏ ‪.‬‬
‫‪ x‬ﺇﻧﺷﺎء ﻣﻛﺗﺑﺔ ﺛﻘﺎﻓﻳﺔ ﻟﺗﺷﺟﻳﻊ ﺍﻟﻘﺭﺍء ﻭ ﺇﺛﺭﺍء ﺍﻟﺟﺎﻧﺏ ﺍﻟﺛﻘﺎﻓﻲ ‪.‬‬
‫‪ x‬ﺇﻧﺷﺎء ﻣﻛﺗﺑﺔ ﻟﻸﻁﻔﺎﻝ ﻭﺗﺷﺟﻳﻌﻬﻡ ﻋﻠﻰ ﺍﻟﻘﺭﺍءﺓ ‪.‬‬
‫‪ x‬ﺍﻹﺳﺗﻌﺎﻧﺔ ﺑﺎﻟﺗﻛﻧﻭﻟﻭﺟﻳﺎ ﺍﻟﺣﺩﻳﺛﺔ ﻣﺎ ﺃﻣﻛﻥ ﻟﻣﻭﺍﻛﺑﺔ ﺍﻟﻌﺻﺭ ‪.‬‬
‫‪ x‬ﺇﻗﺎﻣﺔ ﺍﻟﻣﻧﺗﺩﻳﺎﺕ ﻭﺍﻟﻣﻌﺎﺭﺽ ﻭﺍﻟﻣﺳﺭﺣﻳﺎﺕ ﺍﻟﺛﺎﻓﻳﺔ ﻟﻧﺷﺭ ﺍﻟﺛﻘﺎﻓﺔ ‪.‬‬

‫)‪ (8-1‬أﺳﺒﺎﺏ إﺧﺘﯿﺎﺭ ﺍﻟﻤﺸﺮوﻉ ‪-:‬‬

‫‪ x‬ﺗﺩﻧﻲ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺛﻘﺎﻓﻲ ﻓﻲ ﺍﻟﻣﺟﺗﻣﻊ ﻭﺇھﻣﺎﻝ ھﺫﺍ ﺍﻟﺟﺎﻧﺏ ‪.‬‬
‫‪ x‬ﺗﻁﻭﻳﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻌﻠﻡ ﻭﺍﻟﺳﻌﻲ ﻟﻣﺣﻭ ﺍﻷﻣﻳﺔ ﻓﻲ ﺍﻟﻣﺩﻳﻧﺔ ‪.‬‬
‫‪ x‬ﺍﻓﺗﻘﺎﺭ ﺍﻟﻣﺩﻳﻧﺔ ﻟﻣﺛﻝ ھﺫﻩ ﺍﻟﻣﺷﺎﺭﻳﻊ ‪.‬‬

‫)‪ (9-1‬أﺑﻌﺎﺩ ﺍﻟﻤﺸﺮوﻉ ‪-:‬‬

‫‪ .1‬ﺍﻟﺒﻌﺪ ﺍﻟﻮﻅﯿﻔﻲ ‪-:‬‬
‫‪ -‬ﺗﻭﻓﻳﺭ ﺣﻳﺯﺍﺕ ﺗﻠﺑﻲ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻭﻅﻳﻔﻳﺔ ﻟﻠﻧﺎﺩﻱ ﻋﻠﻰ ﻣﻌﺎﻳﻳﺭ ﺗﺻﻣﻳﻣﻳﺔ ‪.‬‬
‫‪ -‬ﺗﻘﺩﻳﻡ ﻣﺷﺭﻭﻉ ﻣﻼﺋﻡ ﻣﻊ ﻁﺑﻳﻌﺔ ﺍﻻﻧﺷﻁﺔ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻣﺩﻳﻧﺔ ‪.‬‬
‫‪ -‬ﺇﺿﺎﻓﺔ ﺃﻧﺷﻁﺔ ﺇﺟﺗﻣﺎﻋﻳﺔ ﻭﺗﺭﻓﻳﻬﻳﺔ ﺟﺎﺫﺑﺔ ﻟﻠﻧﺎﺩﻱ ﻟﺯﻳﺎﺩﺓ ﺭﻭﺍﺩﻩ ﻭﺗﺭﺍﺑﻁ ﺃﻓﺭﺍﺩ ﺍﻟﻣﺟﺗﻣﻊ ‪.‬‬
‫‪ -‬ﺗﻭﻓﻳﺭ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﺗﺧﺯﻳﻧﻳﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﺣﻔﻅ ﺍﻟﻛﺗﺏ ﻭﺍﻟﻣﺩﻭﻧﺎﺕ ‪.‬‬
‫‪ -‬ﺗﻭﻓﻳﺭ ﺍﻹﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺑﻳﺋﻳﺔ ﻟﻠﻧﺷﻁﺔ ﻣﻥ ﺇﺿﺎءﺓ ﻭﺻﻭﺗﻳﺎﺕ ﻭﻏﻳﺭھﺎ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪4‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .2‬ﺍﻟﺒﻌﺪ ﺍﻹﻗﺘﺼﺎﺩي ‪-:‬‬
‫‪ -‬ﺗﺣﺳﻳﻥ ﻣﺳﺗﻭﻯ ﺃﺩﺍء ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺃﻋﻣﺎﻟﻬﻡ ﻋﻥ ﻁﺭﻳﻖ ﺗﻌﻠﻡ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ ‪.‬‬
‫‪ -‬ﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺩﺧﻝ ﺍﻟﻘﻭﻣﻲ ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻳﻖ ﺇﺳﺗﺛﻣﺎﺭ ﺯﻭﺍﺭ ﻭﻣﺭﺗﺎﺩﻱ ﺍﻟﻣﻌﺎﺭﺽ ﻣﺣﻠﻳﻳﻥ ﺃﻭ ﻋﺎﻟﻣﻳﻳﻥ ‪.‬‬
‫‪ -‬ﺇﺳﺗﺛﻣﺎﺭ ﺍﻟﻘﺎﻋﺎﺕ ﻓﻲ ﺇﺳﺗﺿﺎﻓﺔ ﺍﻟﻣﺅﺗﻣﺭﺍﺕ ﺍﻟﻌﺎﻟﻣﻳﺔ ﻭﺍﻹﻗﻠﻳﻣﻳﺔ ‪.‬‬

‫‪ .3‬ﺍﻟﺒﻌﺪ ﺍﻟﺠﻤﺎﻟﻲ ‪-:‬‬

‫‪ -‬ﺇﺿﺎﻓﺔ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﻭﺍﻟﺗﺭﻓﻳﻬﻳﺔ ﺗﻌﻁﻲ ﺍﻟﻣﺻﻣﻡ ﻣﺭﻭﻧﺔ ﻓﻲ ﺍﻟﺗﺻﻣﻳﻡ ﻳﺳﺗﻁﻳﻊ ﻣﻥ ﺧﻼﻟﻬﺎ ﺇﺑﺭﺍﺯ‬
‫ﺍﻟﻁﺎﺑﻊ ﺍﻟﻣﻌﻣﺎﺭﻱ ﺍﻟﻌﺻﺭﻱ ﻓﻲ ﺍﻟﻣﺑﻧﻰ ‪.‬‬

‫‪ .4‬ﺍﻟﺒﻌﺪ ﺍﻟﺜﻘﺎﻓﻲ ‪-:‬‬

‫‪ -‬ﺗﺑﺎﺩﻝ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﺛﻘﺎﻓﺎﺕ ﺑﻳﻥ ﺍﻟﺷﻌﻭﺏ ﻭﺍﻟﻘﺑﺎﺋﻝ ‪.‬‬
‫‪ -‬ﺟﺫﺏ ﺍﻟﺟﻣﻬﻭﺭ ﻋﻥ ﻁﺭﻳﻖ ﺇﺿﺎﻓﺔ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﺗﺭﻓﻳﻬﻳﺔ ‪.‬‬
‫‪ -‬ﺗﺩﺭﻳﺏ ﻭﺗﺄھﻳﻝ ﺍﻟﻛﺗﺎﺏ ﻭﻋﻘﺩ ﺍﻟﺩﻭﺭﺍﺕ ‪-‬‬

‫‪ .5‬ﺍﻟﺒﻌﺪ ﺍﻹﺟﺘﻤﺎﻋﻲ ‪:‬‬

‫‪ -‬ﻳﺷﻛﻝ ﺍﻟﻧﺎﺩﻱ ﻋﺎﻣﻝ ﺭﺑﻁ ﺑﻳﻥ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﻭﺍﻷﺟﻳﺎﻝ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻣﻣﺎ ﻳﻧﺗﺞ ﺗﺭﺍﺑﻁ ﺇﺟﺗﻣﺎﻋﻲ ﻗﻭﻱ ﺑﻳﻥ ﺃﻓﺭﺍﺩ‬
‫ﺍﻟﻣﺟﺗﻣﻊ ‪.‬‬

‫)‪ (10-1‬ﺗﺤﺪﯾﺎﺕ ﺍﻟﻤﺸﺮوﻉ ‪-:‬‬

‫‪ -‬ﻛﻳﻔﻳﺔ ﺗﻧﻅﻳﻡ ﻣﺳﺎﺭ ﺍﻟﺯﺍﺋﺭ ﻓﻲ ﺃﺟﺯﺍء ﺍﻟﻣﻭﻗﻊ ﺍﻟﻣﺧﺗﻠﻔﺔ ﺑﺻﻭﺭﺓ ﺇﻧﺳﻳﺎﺑﻳﺔ ﻭ ﺳﻠﺳﺔ ﻭﻣﻣﺗﻌﺔ ﺩﻭﻥ ﺗﺳﺭﺏ‬
‫ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﻣﻠﻝ ﺃﻭ ﺍﻟﻘﻳﺎﺩﺓ ‪.‬‬
‫‪ -‬ﻛﻳﻔﻳﺔ ﺭﺑﻁ ﺃﺟﺯﺍء ﺍﻟﻣﻭﻗﻊ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻭﺍﻟﻣﺗﻧﻭﻋﺔ ﺑﺻﻭﺭﺓ ﺗﻌﻛﺱ ﺭﻭﺡ ﺍﻟﻭﺣﺩﺓ ﻭﺍﻟﺗﻛﺎﻣﻝ ‪.‬‬
‫‪ -‬ﺧﻠﻖ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻭﺍﻟﺩﻣﺞ ﺑﻳﻥ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻭﻅﻳﻔﻳﺎ )ﺛﻘﺎﻓﻳﺔ ‪ ،‬ﺗﺭﻓﻳﻬﻳﺔ( ﺑﺻﻭﺭﺓ ﻣﺗﺟﺎﻧﺳﺔ ﻟﺿﻣﺎﻥ‬
‫ﺍﻹﺳﺗﻔﺎﺩﺓ ﺍﻟﻛﺎﻣﻠﺔ ﻣﻥ ﺍﻟﻣﻧﺷﺄ ‪.‬‬
‫‪ -‬ﺧﻠﻖ ﺻﺭﺡ ﻣﻌﻣﺎﺭﻱ ﻣﻣﻳﺯ ﻭﻋﺻﺭﻱ ﻓﻲ ﺍﻟﻣﺩﻳﻧﺔ ﻳﻌﻁﻲ ﺇﻧﻁﺑﺎﻉ ﻗﻭﻱ ﻳﺭﺳﺦ ﻓﻲ ﺫﺍﻛﺭﺓ ﺍﻟﺯﺍﺋﺭ ‪.‬‬

‫)‪ (11-1‬ﺍﻟﻤﻌﺎﯾﯿﺮ ﺍﻟﺘﺼﻤﯿﻤﯿﺔ وﺍﻟﺘﺨﻄﯿﻄﯿﺔ ﻟﻠﻤﻜﺘﺒﺎﺕ ‪-:‬‬

‫‪ .1‬ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺘﺨﻄﯿﻄﯿﺔ ‪-:‬‬
‫‪ -‬ﺃﻥ ﺗﻛﻭﻥ ﻗﺭﻳﺑﺔ ﻣﻥ ﺧﻁﻭﻁ ﺍﻟﻣﻭﺍﺻﻼﺕ ‪.‬‬
‫‪ -‬ﺍﻟﻘﺭﺏ ﻣﻥ ﺍﻟﻣﺑﺎﻧﻲ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﺍﻷﺧﺭﻯ ‪.‬‬
‫‪ -‬ﻅﻬﻭﺭ ﺍﻟﻣﻭﻗﻊ ﺑﻣﻌﻠﻡ ﺑﺎﺭﺯ ﻭﻣﻣﻳﺯ ﻟﺟﺫﺏ ﺍﻟﺯﻭﺍﺭ ﻭﺍﻟﺑﻌﺩ ﻣﻥ ﺍﻟﻣﻧﺎﻁﻖ ﺍﻟﻧﺎﺋﻳﺔ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪5‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .2‬ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺘﺼﻤﯿﻤﯿﺔ ‪-:‬‬
‫‪ -‬ﺗﻧﺳﻳﻖ ﺍﻟﻔﺭﺍﻏﺎﺕ ﻭﺧﻠﻖ ﺇﻧﺳﺟﺎﻡ ﺑﻳﻧﻬﺎ ﻋﻠﻰ ﺇﺧﺗﻼﻓﻬﺎ ‪.‬‬
‫‪ -‬ﻋﺯﻝ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﺗﻲ ﺗﺗﺗﻁﻠﺏ ﺍﻟﻬﺩﻭء ﻋﻥ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﺗﻲ ﺗﺣﺩﺙ ﺿﺟﻳﺟﺎ ‪.‬‬
‫‪ -‬ﻛﻳﻔﻳﺔ ﺗﻧﻅﻳﻡ ﻣﺳﺎﺭ ﺍﻟﺯﺍﺋﺭ ﻭﺇﻧﺗﻘﺎﻟﻪ ﻣﻥ ﻓﺭﺍﻍ ﺇﻟﻰ ﺁﺧﺭ ﺑﺻﻭﺭﺓ ﺳﻠﺳﺔ ﺩﻭﻥ ﺗﺳﺭﺏ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﻣﻠﻝ ‪.‬‬

‫‪ .3‬ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺒﯿﺌﯿﺔ ‪-:‬‬

‫‪ -‬ﺍﻟﺑﻌﺩ ﻣﻥ ﻣﺻﺎﺩﺭ ﺍﻟﺿﻭﺿﺎء ‪.‬‬
‫‪ -‬ﺍﻟﺑﻌﺩ ﻣﻥ ﻣﺻﺎﺩﺭ ﺍﻟﺗﻠﻭﺙ ﺑﻛﻝ ﺃﻧﻭﺍﻋﻪ ‪.‬‬
‫‪ -‬ﻭﺟﻭﺩ ﻣﺗﻧﻔﺱ ﺑﻳﺋﻲ ﺑﺎﻟﻘﺭﺏ ﻣﻧﻬﺎ ﻣﺛﻝ ﺍﻟﻣﺳﻁﺣﺎﺕ ﺍﻟﻣﺎﺋﻳﺔ ﻭﺍﻟﺧﺿﺭﺍء ‪.‬‬

‫)‪ (12-1‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺮﺋﯿﺴﯿﺔ ﺍﻟﺘﻲ ﺗﺆﺧﺬ ﻓﻲ ﺍﻹﻋﺘﺒﺎﺭ ﻋﻨﺪ ﺗﺼﻤﯿﻢ ﺍﻟﻤﻜﺘﺒﺎﺕ ‪-:‬‬
‫‪ .1‬ﺍﻟﻤﻮﺍﺩ ‪-:‬‬
‫ﻭﺗﺷﻣﻝ ‪-:‬‬
‫‪ -‬ﺍﻟﻛﺗﺏ ‪.‬‬
‫‪ -‬ﺍﻷﺛﺎﺛﺎﺕ ‪.‬‬
‫‪ -‬ﺍﻟﺧﺩﻣﺎﺕ )ﻣﺛﻝ ﺍﻹﺿﺎءﺓ ﻭﺍﻟﻣﻌﺎﻟﺟﺎﺕ ﺍﻟﺻﻭﺗﻳﺔ ﺃﻭ ﺍﻟﺣﺭﺍﺭﻳﺔ ( ‪.‬‬

‫‪ .2‬ﺍﻟﻤﺴﺘﺨﺪﻣﻮﻥ ‪-:‬‬
‫ﻭھﻡ ‪-:‬‬
‫‪ -‬ﺍﻟﻘﺭﺍء ‪.‬‬
‫‪ -‬ﺍﻟﻛﺗﺎﺏ ‪.‬‬
‫‪ -‬ﺍﻟﺯﻭﺍﺭ ‪.‬‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻭﻥ ‪.‬‬
‫‪ -‬ﺍﻟﻣﻭﻅﻔﻭﻥ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪6‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﺍﻟﺑﺎﺏ ﺍﻷﻭﻝ ‪ :‬ﺟﻣﻊ ﺍﻟﻣﻌﻠﻭﻣــــــﺎﺕ‬

‫• ﻣﺩﺧﻝ ﺍﻟﻰ ﺍﻟﻣﺭﺍﻛﺯ ﺍﻟﺛﻘﺎﻓﻳﺔ‬

‫• ﺍﻟﻧﻣـــــــــــﺎﺫﺝ ﺍﻟﻣﺷﺎﺑﻬﺔ‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻧﻲ ‪ :‬ﺟﻤﻊ ﺍﻟﻤﻌﻠﻮﻣـــــــﺎﺕ‬
‫)‪ (1-2‬ﻣﺪﺧﻞ ﺍﻟﻰ ﺍﻟﻤﺮﺍﻛﺰ ﺍﻟﺜﻘﺎﻓﯿﺔ وﺍﻟﻤﻜﺘﺒﺎﺕ ‪-:‬‬
‫‪ .1‬ﺃھﻤﯿﺔ ﺍﻟﺜﻘﺎﻓﺔ ‪- :‬‬
‫ھﻲ ﺍﻟﺗﻌﺑﻳﺭ ﺍﻹﻧﺳﺎﻧﻲ ﻋﻥ ﺍﻟﻘﻳﻡ ﺍﻟﺣﺿﺎﺭﻳﺔ ﻭﺗﺟﺎﺭﺏ ﺍﻷﻣﻡ ﺍﻟﺗﻲ ﺗﺭﺍﻛﻣ‪%‬ﺕ ﻋﺑ‪%‬ﺭ ﺍﻷﺯﻣﻧ‪%‬ﺔ ﻭھ‪%‬ﻲ ﻣﻘﻳ‪%‬ﺎﺱ ﻣﻬ‪%‬ﻡ‬
‫ﻳﻌﻛﺱ ﻣﺩﻯ ﺗﻘﺩﻡ ﺍﻷﻣﻡ ﻭﺗﺣﺿﺭھﺎ ‪.‬‬

‫‪ .2‬ﺗﻌﺮﯾﻒ ﺍﻟﺜﻘﺎﻓﺔ ‪- :‬‬

‫ھﻲ ﻛﺎﻓﺔ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺗﻳﺢ ﻟﻧﺎ ﻭﻟﻸﺧﺭﻳﻳﻥ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﻁﺭﻕ ﺍﻟﺗﻔﻛﻳﺭ ﻭﻣﺟﻣﻭﻉ ﺍﻟﺧﺑﺭﺍﺕ‬
‫ﺍﻟﻣﻛﺗﺳﺑﺔ ﺧ‪%‬ﻼﻝ ﺍﻟﺣﻘ‪%‬ﺏ ﺍﻟﺯﻣﺎﻧﻳ‪%‬ﺔ ﻭھ‪%‬ﻲ ﺗﺧﺗﻠ‪%‬ﻑ ﻣ‪%‬ﻥ ﺑﻳﺋ‪%‬ﺔ ﻷﺧ‪%‬ﺭﻯ ﻷﻧﻬ‪%‬ﺎ ﺗﻌﺑ‪%‬ﺭ ﻋ‪%‬ﻥ ﻁﺭﻳﻘ‪%‬ﺔ ﺣﻳ‪%‬ﺎﺓ ﻗ‪%‬ﺎﻡ ﺑﻬ‪%‬ﺎ ﻧ‪%‬ﺎﺱ‬
‫ﻭﻁﻭﺭھﺎ ﻟﻳﺗﻣﻛﻧﻭﺍ ﻣﻥ ﺍﻟﺗﻭﺍﻓﻖ ﻣﻊ ﺍﻟﺑﻳﺋﺔ ‪.‬‬

‫‪ .3‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﯾﺨﻲ ﻟﻠﻤﺮﺍﻛﺰ ﺍﻟﺜﻘﺎﻓﯿﺔ ‪- :‬‬

‫ﻛﺎﻧﺕ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺍﻟﻔﻧﻳﺔ ﻛﺎﻟﻣﺳﺎﺭﺡ ﻋﺑﺎﺭﺓ ﻋﻥ ﻭﺣﺩﺍﺕ ﻣﻧﻔﺻﻠﺔ ﻛﻝ ﻣﻧﻬﺎ ﻛﻳﺎﻥ ﺧ‪%‬ﺎﺹ ﺗﺣ‪%‬ﻭﻝ ﻣ‪%‬ﻥ‬
‫ﻗﺑﻝ ﺃﻣﻧﺎء ﺍﻟﻣﺟﺎﻟﺱ ﻭﻛﺎﻥ ﺍﻟﺗﻌﺎﻣﻝ ﻏﻳﺭ ﺭﺳﻣﻲ ﻣﻣﺎ ﺃﺩﻯ ﺇﻟﻰ ﺿﻌﻑ ھﺫﻩ ﺍﻟﻣﺅﺳﺳﺎﺕ ‪.‬‬

‫ﻓﻲ ﺍﻟﺳﺑﻌﻳﻧﺎﺕ ﺧﻼﻝ ﻓﺗﺭﺓ ﺍﻟﺭﻛﻭﺩ ﺍﻻﻗﺗﺻﺎﺩﻱ ﻟﺟﺄﺕ ﺍﻟﺣﻛﻭﻣﺔ ﺇﻟﻰ ﺳﻳﺎﺳﺔ ﺍﻟﺗﻘﺷ‪%‬ﻑ ﻭﺗﻘﻠﻳ‪%‬ﻝ ﺍﻹﻧﻔ‪%‬ﺎﻕ ﻭﻛﺎﻧ‪%‬ﺕ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻣﻥ ﺃﻛﺑﺭ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺗﺄﺛﺭﺍ ً ﻣﻣﺎ ﺃﺩﻯ ﺇﻟﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻁﺭﻕ ﺩﺧﻝ ﺃﺧﺭﻯ ‪.‬‬

‫ﻓﻛ ‪%‬ﺭﻭﺍ ﻓ ‪%‬ﻲ ﻁ ‪%‬ﺭﻕ ﻟﺯﻳ ‪%‬ﺎﺩﺓ ﺍﻟ ‪%‬ﺩﺧﻝ ﻓﻠﺟ ‪%‬ﻭﺍ ﺇﻟ ‪%‬ﻰ ﺍﻟﺗ ‪%‬ﺫﺍﻛﺭ ﻭﺣﺗ ‪%‬ﻰ ﻳﺗﺳ ‪%‬ﻧﻰ ﺫﻟ ‪%‬ﻙ ﻛ ‪%‬ﺎﻥ ﻻﺑ ‪%‬ﺩ ﻣ ‪%‬ﻥ ﺯﻳ ‪%‬ﺎﺩﺓ ﺍﻟﺧ ‪%‬ﺩﻣﺎﺕ‬
‫ﻭﺗﻁﻭﻳﺭھﺎ ﻟﺗﻠﺑﻳﺔ ﺍﻟﺭﻏﺑﺎﺕ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺩﺧﻝ ‪.‬‬

‫ﺑﻬﺫﺍ ﺑﺩﺃﺕ ﺗﺧﺭﺝ ﺍﻟﻣﺟﻣﻌﺎﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻣﻥ ﺣﻳﺯ ﺍﻟﺭﺳﻣﻳﺎﺕ ﺇﻟﻰ ﺑﻭﺍﺑﺔ ﺍﻧﻁﻼﻗﺔ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ ﺇﻟ‪%‬ﻰ ﻗﺎﻣ‪%‬ﺕ‬
‫ﻋﻠﻰ ﻧﻅﺭﻳﺔ ﺟﺫﺏ ﺍﻷﻓﺭﺍﺩ ﻭﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺭﻕ ﺍﻟﺣﺩﻳﺛﺔ ﺫﺍﺕ ﺍﻟﻭﺟﻪ ﺍﻟﻌﺎﻟﻣﻳﺔ ﻟﻠﺟﺫﺏ ‪.‬‬

‫ﺑﻬﺫﺍ ﺑﺩﺃﺕ ﺗﻌﻁﻰ ﺍﻟﻣﺭﺍﻛﺯ ﺍﻟﺛﻘﺎﻓﻳﺔ ﺍﻟﺣﺩﻳﺛﺔ ﻭﺃﺻﺑﺣﺕ ﻣﻥ ﺍﻟﻣﻌ‪%‬ﺎﻟﻡ ﺍﻟﺣﺩﻳﺛ‪%‬ﺔ ﺍﻟﺗ‪%‬ﻲ ﺗﻌﺑ‪%‬ﺭ ﻋ‪%‬ﻥ ﺷﺧﺻ‪%‬ﻳﺔ ﺍﻟ‪%‬ﺑﻼﺩ‬
‫ﻭﺍﻟﻣﻧﻁﻘﺔ ‪.‬‬

‫‪ .4‬ﺃﻧﻮﺍﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺑﺎﻟﺴﻮﺩﺍﻥ‪-:‬‬

‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺷﻌﺑﻳﺔ ‪ :‬ﻣﺣﺳﻭﺳﺔ – ﻏﻳﺭ ﻣﺣﺳﻭﺳﺔ ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺩﻳﻧﻳﺔ ‪) :‬ﺇﺳﻼﻣﻳﺔ – ﻣﺳﻳﺣﻳﺔ( ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﺎﺭﻳﺧﻳﺔ ‪ :‬ﺍﻷﺣﺩﺍﺙ ﺍﻟﺗﺎﺭﻳﺧﻳﺔ ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺑﻳﺋﻳﺔ ‪ :‬ﺍﻟﻣﺣﻣﻳﺎﺕ – ﺍﻟﻁﺑﻳﻌﺔ ‪.‬‬
‫‪ -‬ﺛﻘﺎﻓﺔ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻷﻟﺳﻥ ‪ :‬ﺍﻟﺗﻌﺩﺩ ﺍﻷﺟﻧﺎﺱ ﻭﺍﻟﻘﺑﺎﺋﻝ ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻣﻌﺎﺻﺭﺓ ‪ :‬ﺍﻟﻣﺳﺎﺭﺡ – ﺍﻟﺳﻳﻧﻣﺎ – ﺍﻟﻣﻭﺳﻳﻘﻰ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪2‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ -‬ﺛﻘﺎﻓﺔ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﺗﻁﻭﺭ ‪ :‬ﺍﻟﻌﻠﻭﻡ – ﺍﻹﻟﻛﺗﺭﻭﻧﻳﺎﺕ ‪.‬‬

‫‪ .5‬ﻣﻜﻮﻧﺎﺕ ﺍﻟﻤﺠﻤﻌﺎﺕ ﺍﻟﺜﻘﺎﻓﯿﺔ‪-:‬‬

‫‪ -‬ﺍﻟﻣﻛﺗﺑﺔ ﻭﺍﻟﻣﻌﺎﺭﺽ ﻭﺍﻟﻣﺗﺎﺣﻑ ‪.‬‬
‫‪ -‬ﺍﻟﻣﺳﺭﺡ ﻭﺍﻟﺳﻳﻧﻣﺎ ‪.‬‬
‫‪ -‬ﺻﺎﻻﺕ ﻣﺗﻌﺩﺩﺓ ﺍﻷﻏﺭﺍﺽ ‪.‬‬

‫‪ .6‬ﻣﺸﺎﻛﻞ ﺍﻟﺜﻘﺎﻓﺔ ﻓﻲ ﺍﻟﺴﻮﺩﺍﻥ‪-:‬‬

‫‪ -‬ﻋﺩﻡ ﺗﻭﻓﺭ ﺍﻟﺑﻧﻳﺎﺕ ﺍﻷﺳﺎﺳﻳﺔ ﻟﺩﻭﺭ ﺍﻟﺛﻘﺎﻓﻳﺔ ‪.‬‬
‫‪ -‬ﻗﺻﻭﺭ ﺍﻹﻋﻼﻡ ﻓﻲ ﺗﻭﺟﻳﻪ ﺍﻟﺭﺳﺎﻟﺔ ﻟﻠﺧﺎﺭﺝ ﻭﺍﻟﺩﺍﺧﻝ ‪.‬‬
‫‪ -‬ﻗﺻﻭﺭ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻓﻲ ﺍﻟﻣﻧﺎھﺞ ﻟﺩﻯ ﺍﻷﻁﻔﺎﻝ ﻭﺍﻟﺷﺑﺎﺏ ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺍﻻھﺗﻣﺎﻡ ﺑﺎﻟﻣﻭﺭﻭﺙ ﺍﻟﺛﻘﺎﻓﻲ ‪.‬‬
‫‪ -‬ھﺟﺭﺓ ﺍﻟﻌﻘﻭﻝ ﺍﻟﻣﺛﻘﻔﺔ ﺇﻟﻰ ﺧﺎﺭﺝ ﺍﻟﺳﻭﺩﺍﻥ ‪.‬‬

‫‪ .7‬ﻧﺒﺬﺓ ﺗﺎﺭﯾﺨﯿﺔ ﻋﻦ ﺍﻟﻤﻜﺘﺒﺎﺕ‪-:‬‬

‫ﺑ‪%‬ﺩﺃﺕ ﺍﻟﻣﻛﺗﺑ‪%‬ﺎﺕ ﻓ‪%‬ﻲ ﺍﻟﺗ‪%‬ﺎﺭﻳﺦ ﺍﻹﻧﺳ‪%‬ﺎﻧﻲ ﻣ‪%‬ﻊ ﻗﻳ‪%‬ﺎﻡ ﺍﻟﺣﺿ‪%‬ﺎﺭﺍﺕ ﺍﻹﻧﺳ‪%‬ﺎﻧﻳﺔ ﺍﻟﻘﺩﻳﻣ‪%‬ﺔ )ﺣﺿ‪%‬ﺎﺭﺓ ﺑﺎﺑ‪%‬ﻝ ﺍﻟﺣﺿ‪%‬ﺎﺭﺓ‬
‫ﺍﻟﻔﺭﻋﻭﻧﻳﺔ ﺍﻟﺣﺿﺎﺭﺓ ﺍﻟﺭﻭﻣﺎﻧﻳﺔ( ﻓﺟﻣﻳﻊ ﻣﺧﻠﻔﺎﺕ ﺗﻠ‪%‬ﻙ ﺍﻟﺣﺿ‪%‬ﺎﺭﺍﺕ ﺗﻭﺿ‪%‬ﺢ ﻗﻳ‪%‬ﺎﻡ ﻣﻛﺗﺑ‪%‬ﺎﺕ ﻣﻌﻅﻣﻬ‪%‬ﺎ ﻣﻠﺣ‪%‬ﻖ ﺑ‪%‬ﺩﻭﺭ‬
‫ﺍﻟﻌﺑﺎﺩﺓ )ﺍﻟﻣﻌﺎﺑﺩ ﺍﻟﻛﻧﺎﺋﺱ ‪ ...‬ﺍﻟﺦ(‪.‬‬

‫ﻭﺗﻣﻳﺯﺕ ﺍﻟﻌﺻﻭﺭ ﺍﻹﺳ‪%‬ﻼﻣﻳﺔ ﺑﺈﺯﺩھ‪%‬ﺎﺭ ﺍﻟﻛﺗﺎﺑ‪%‬ﺔ ﻭﺍﻟﺗ‪%‬ﺄﻟﻳﻑ ﻭﺻ‪%‬ﻧﺎﻋﺔ ﺍﻟ‪%‬ﻭﺭﻕ ‪ .‬ﻭﺍﻹﻧﺗﻘ‪%‬ﺎﻝ ﻣ‪%‬ﻥ ﻛﺗﺎﺑ‪%‬ﺔ ﺍﻟﺑ‪%‬ﺭﺩﻱ‬
‫ﻭﺍﻟﺭﻗﻭﻕ ﺇﻟﻰ ﺍﻟﻭﺭﻕ ﻭﺇﻧﺗﺷﺎﺭﻩ ﻓﻲ ﺣﻭﺍﻑ ﺍﻟﻌﺎﻟﻡ ﺍﻹﺳﻼﻣﻲ‪ :‬ﺑﻐﺩﺍﺩ‪ ،‬ﺩﻣﺷﻖ‪ ،‬ﺍﻟﻘ‪%‬ﺩﺱ‪ ،‬ﺍﻟﻘ‪%‬ﺎھﺭﺓ‪ ،‬ﺍﻟﻘﻳ‪%‬ﺭﻭﺍﻥ‪ ،‬ﻭﺑ‪%‬ﻼﺩ‬
‫ﺍﻷﻧﺩﻟﺱ ﻛﻝ ﺗﻠﻙ ﺍﻟﻣﺩﻥ ﺷﻬﺩﺕ ﻣﻛﺗﺑﺎﺕ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺭﻓﻳﻊ ﻣﻥ ﺍﻟﺗﻧﻅ‪%‬ﻳﻡ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻣﻘﺗﻧﻳ‪%‬ﺎﺕ‪ .‬ﻭﺑﺧﺎﺻ‪%‬ﺔ ﻋﻧ‪%‬ﺩﻣﺎ‬
‫ﺗﺄﺳﺳﺕ ﻣﻛﺗﺑﺔ ﺩﺍﺭ ﺍﻟﺣﻛﻣ‪%‬ﺔ ﺑﺑﻐ‪%‬ﺩﺍﺩ‪ ،‬ﺗﻠ‪%‬ﻙ ﺍﻟ‪%‬ﺩﺍﺭ ﺍﻟﺗ‪%‬ﻲ ﺃﺳﺳ‪%‬ﻬﺎ ﺧﻠﻔ‪%‬ﺎء ﺑﻧ‪%‬ﻲ ﺍﻟﻌﺑ‪%‬ﺎﺱ‪ ،‬ﻭﺇﺷ‪%‬ﺗﻬﺭﺕ ﻓ‪%‬ﻲ ﻋﻬ‪%‬ﺩ ﺍﻟﺧﻠﻳﻔ‪%‬ﺔ‬
‫ﺍﻟﻣﺄﻣﻭﻥ ﺇﺑ‪%‬ﻥ ﺍﻟﺧﻠﻳﻔ‪%‬ﺔ ھ‪%‬ﺎﺭﻭﻥ ﺍﻟﺭﺷ‪%‬ﻳﺩ‪ ،‬ﻓﻛﺎﻧ‪%‬ﺕ ﺑﻣﺛﺎﺑ‪%‬ﺔ ﺃﻛﺎﺩﻳﻣﻳ‪%‬ﺔ ﺛﻘﺎﻓﻳ‪%‬ﺔ ﺑﻣ‪%‬ﺎ ﺗﺣﻭﻳ‪%‬ﻪ ﻣ‪%‬ﻥ ﺃﻗﺳ‪%‬ﺎﻡ ﻭﺧ‪%‬ﺩﻣﺎﺕ ﺷ‪%‬ﻣﻠﺕ‬
‫ﺑﺟﺎﻧﺏ ﺍﻹﻁﻼﻉ ﻭﺍﻟﻘﺭﺍءﺓ ﺗﻘﺩﻳﻡ ﺍﻟﻣﺩﺍﺩ ﻭﺍﻟﻭﺭﻕ ﺑﻝ ﺍﻟﻣﺷﺭﺏ ﻭﺍﻟﻣﺄﻛ‪%‬ﻝ ﻭﺍﻟﺳ‪%‬ﻛﻥ ﻟﺭﻭﺍﺩھ‪%‬ﺎ ﻭﻟ‪%‬ﻡ ﺗﻘ‪%‬ﻑ ﻋﻠ‪%‬ﻰ ﺍﻟﻛﺗ‪%‬ﺏ‬
‫ﻭﺍﻟﻣﺅﻟﻔﺎﺕ ﺑﻝ ﺗﻌﺩﺗﻪ ﺇﻟﻰ ﺗﺟﻬﻳﺯ ﻣﺭﺻﺩ ﻓﻠﻛﻲ ﻳﻘﻭﻡ ﺍﻷﻋﻣﺎﻝ ﺍﻟﻔﻠﻛﻳﺔ‪ .‬ﻭﻗ‪%‬ﺩ ﺗ‪%‬ﻭﻟﻰ ﺇﺩﺍﺭﺗﻬ‪%‬ﺎ ﻣﺟﻣﻭﻋ‪%‬ﺔ ﻣ‪%‬ﻥ ﺍﻟﻌﻠﻣ‪%‬ﺎء‬
‫ﺍﻟﻣﺷﻬﻭﺩ ﻟﻬﻡ ﺑﺎﻟﻛﻔﺎءﺓ ﻭﺍﻟﻣﻘﺩﺭﺓ ﻭﻗﺩ ﺃﻭﻗﻑ ﻟﻬﺎ ﺍﻟﺧﻠﻔﺎء ﻭﺍﻟﺣﻛﺎﻡ ﺍﻷﻭﻗﺎﻑ ﻟﻠﺗﺄﺳﻳﺱ ﻭﺇﻗﺗﻧﺎء ﺍﻟﻣﺟﻣﻭﻋﺎﺕ ﻭﺗﻣﻭﻳ‪%‬ﻝ‬
‫ﺍﻟﻧﺷﺎﻁ ﺍﻟﻳﻭﻣﻲ ﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻛﺗﺑﺔ‪.‬‬

‫‪ .8‬ﺍﻟﻤﻜﺘﺒﺎﺕ ﺍﻟﺤﺪﯾﺜﺔ )ﺍﺣﺘﯿﺎﺟﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻮﺍﺣﺪ وﺍﻟﻌﺸﺮﯾﻦ وﺍﻟﻤﺴﺘﻘﺒﻞ( ‪-:‬‬

‫ﺗﻭﺍﺟﻪ ﺍﻟﻣﻛﺗﺑﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺍﻟﻳﻭﻡ ﻣﻊ ﺍﻟﺗﺣﻭﻝ ﺍﻟﺳﺭﻳﻊ ﻟﻠﺛﻘﺎﻓ‪%‬ﺎﺕ ﻭﺍﻟﺗﻁ‪%‬ﻭﺭ ﺍﻟﺗﻛﻧﻠ‪%‬ﻭﺟﻲ ﻭﺍﻟﻧﻣ‪%‬ﻭ ﺍﻟﺳ‪%‬ﻛﺎﻧﻲ ﺍﻟﻣﺗﻁ‪%‬ﺭﺩ‬
‫ﺗﺣﺩﻳﺎﺕ ﻛﺑ‪%‬ﺭﻯ ﻓ‪%‬ﻲ ﺗ‪%‬ﻭﻓﻳﺭ ﺍﻻﺣﺗﻳﺎﺟ‪%‬ﺎﺕ ﺍﻟﻣﺧﺗﻠﻔ‪%‬ﺔ ﻭﺍﻟﻣﺗﺟ‪%‬ﺩﺩﻩ ‪.‬ﻭﻟ‪%‬ﺫﻟﻙ ﻣ‪%‬ﻥ ﺍﺟ‪%‬ﻝ ﺗﺻ‪%‬ﻣﻳﻡ ﻣﻛﺗﺑ‪%‬ﺔ ﺗﻠﺑ‪%‬ﻲ ﺍﺣﺗﻳﺎﺟ‪%‬ﺎﺕ‬
‫ﺍﻟﻣﺳﺗﻘﺑﻝ ﻧﺣﻥ ﻓﻲ ﺣﺎﺟﺔ ﺍﻟﻰ ﺍﻟﺑﺣﺙ ﻓﻲ ﺟﻣﻳﻊ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻳﻭﻡ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪3‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻓﻘﻠﺔ ﺍﻟﺣﻭﺟ ﺔ ﺍﻟﻰ ﺍﻟﻣﻛﺗﺑﺎﺕ ﺍﻟﻌﺎﻣ ﺔ ﺍﻟﻳﻭﻡ ﻭﺫﻟﻙ ﻟﻌ ﺩ ﺗﻠﺑﻳﺗﻬﺎ ﻟﻼﺣﺗﻳﺎﺟ ﺎﺕ ﺍﻟﺣﺎﻟﻳﺔ ﻭﻋﺩﻡ ﺿ ﻣﻬﺎ ﻟﻠﻭﺳ ﺎﺋﻝ‬
‫ﺍﻟﺗﻛﻧﻠﻭﺟﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻭﻅﻬﻭﺭ ﺍﻟﻛﺗﺏ ﺍﻻﻛﺗﺭﻭﻧﻳﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻳﻬﺎ ﻣﻥ ﺍﻱ ﻣﻛﺎﻥ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻋﻥ ﻁﺭﻳﻖ‬
‫ﺷﺑﻛﺔ ﺍﻻﻧﺗﺭﻧﺕ ‪.‬‬

‫ﺍﻟﻣﺭﺍﻓﻖ ﻭﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﺗﻭﻓﺭھﺎ ﺍﻟﻣﻛﺗﺑﺔ ﻳﺟﺏ ﺍﻥ ﺗﺗﻭﺍﻛﺏ ﻣﻊ ﺍﻟﻌﺭﺽ ﻭﻳﺟﺏ ﺍﺿﺎﻓﺔ ﺣﻳﺯﺍﺕ ﻭﻅﻔﻳﺔ‬
‫ﺗﻭﺍﻛﺏ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺣﺎﻟﻲ ﻭﺍﻟﻣﺳﺗﻘﺑﻠﻲ ‪ .‬ﻭﻳﺿﻡ ﺍﻟﺗﻁﻭﺭ ﻓﻲ ﺍﻟﻣﻛﺗﺑﺎﺕ ﺍﺭﺑﻌﺔ ﺍﺭﻛﺎﻥ ﺍﺳﺎﺳﻳﺔ ) ﺳﻠﻭﻙ ﺍﻻﺷﺧﺎﺹ –‬
‫ﺍﻷﻧﺷﻁﺔ – ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻛﺗﺑﻳﺔ – ﺍﻟﺗﻘﻧﻳﺎﺕ ﺍﻹﻧﺷﺎﺋﻳﺔ ( ‪.‬‬

‫‪ .9‬ﺍﻟﻤﻜﺘﺒﺎﺕ ﻓﻲ ﻋﺼﺮ ﺍﻹﻧﺘﺮﻧﺖ‪-:‬‬

‫ﻣﺎﺯﺍﻟﺕ ﺍﻟﻣﻛﺗﺑﺎﺕ ﻭﺍﻟﻣﻬﻧﻳﻭﻥ ﺍﻟﺫﻳﻥ ﻳﻌﻣﻠﻭﻥ ﻓﻳﻬﺎ ﺗﻘﻭﻡ ﺑﺎﺩﻭﺍﺭ ﺭﺋﻳﺳﻳﺔ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻧﺎﺱ ﻋﻠﻰ ﺧﻭﺽ‬
‫ﻏﻣﺎﺭ ﺍﻟﻛﻡ ﺍﻟﻬﺎﺋﻝ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﺗﻭﻓﺭﺓ ﻟﻬﻡ ﺍﻻﻥ ﻋﺑﺭ ﺍﻻﻧﺗﺭﻧﺕ ﻟﻠﻭﺻﻭﻝ ﺍﻟﻰ ﻣﺎﻳﺣﺗﺎﺟﻭﻧﻪ ﻣﻧﻬﺎ ‪.‬‬

‫‪ .10‬ﺍﻧﻮﺍﻉ ﺍﻟﻤﻜﺘﺒﺎﺕ ‪-:‬‬

‫ﺍﻟﻣﻛﺗﺑﺎﺕ ﺍﻟﻣﺗﺧﺻﺻﻪ ‪-:‬‬ ‫‪.i‬‬

‫ﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﻣﺗﺧﺻﺻﺔ ھﻰ ﻣﻛﺗﺑﺔ ﺗﻧﺷﺄ ﻓﻰ ﻭﺯﺍﺭﺓ ﺃﻭ ﻣﺅﺳﺳﺔ ‪ ,‬ﺗﺧﺩﻡ ﻣﻭﻅﻔﻳﻥ ﺗﻠﻙ ﺍﻟﻣﺅﺳﺳﺔ ﻣﻥ ﺧﻼﻝ‬
‫ﻣﻘﺗﻧﻳﺎﺗﻬﺎ ﺍﻟﻣﺗﺧﺻﺻﻪ ﺍﻟﺗﻰ ﺗﺳﺎھﻡ ﻓﻰ ﺗﻁﻭﻳﺭ ﻭﺗﺛﻘﻳﻑ ﺍﻟﻌﺎﻣﻠﻳﻥ ﻭﺍﺑﻼﻏﻬﻡ ﺑﻣﺎ ﻧﺷﺭ ﻓﻰ ﻣﺟﺎﻝ ﺗﺧﺻﺻﻬﻡ‬
‫ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﺣﺩﻳﺛﺔ ‪ ,‬ﻭﻳﻣﻛﻥ ﺍﻟﻘﻭﻝ ﺃﻥ ﺍﻯ ﻣﻛﺗﺑﺔ ﺗﻣﺗﻠﻙ ﻣﺻﺎﺩﺭ ﻣﺗﺧﺻﺻﺔ ﻭﺗﺧﺩﻡ ﻓﻘﻁ ﻣﺅﺳﺳﺔ‬
‫ﻣﻌﻳﻧﺔ ﺑﺄﻧﻬﺎ ﻣﻛﺗﺑﺔ ﻣﺗﺧﺻﺻﺔ‪.‬‬

‫ﺍﻟﻣﻛﺗﺑﺎﺕ ﺍﻟﺟﺎﻣﻌﯾﺔ ‪-:‬‬ ‫‪.ii‬‬

‫ھﻲ ﻣﺅﺳﺳﺔ ﻋﻠﻣﻳﺔ ﺛﻘﺎﻓﻳﺔ ﺗﺭﺑﻭﻳﺔ ﺍﺟﺗﻣﺎﻋﻳﺔ ‪ .‬ﺗﻬﺩﻑ ﺇﻟﻰ ﺟﻣﻊ ﻣﺻﺎﺩﺭ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺗﻧﻣﻳﺗﻬﺎ ﺑﺎﻟﻁﺭﻕ‬
‫ﺍﻟﻣﺧﺗﻠﻔ ﺔ ) ﺍﻟﺷ ﺭﺍء ﻭﺍﻟﺗﺑ ﺎﺩﻝ ﻭﺍﻹﻳ ﺩﺍﻉ ( ﻭﺗﻧﻅﻳﻣﻬ ﺎ ] ﻓﻬﺭﺳ ﺗﻬﺎ ﻭﺗﺻ ﻧﻳﻔﻬﺎ ﻭﺗﺭﺗﻳﺑﻬ ﺎ ﻋﻠ ﻰ ﺍﻟﺭﻓ ﻭﻑ [‬
‫ﻭﺍﺳﺗﺭﺟﺎﻋﻬﺎ ﺑﺄﻗﺻﺭ ﻭﻗﺕ ﻣﻣﻛﻥ ‪ ،‬ﻭﺗﻘﺩﻳﻣﻬﺎ ﺇﻟﻰ ﻣﺟﺗﻣﻊ ﺍﻟﻣﺳﺗﻔﻳﺩﻳﻥ ] ﻗﺭﺍء ﻭﺑﺎﺣﺛﻳﻥ [ ﻋﻠﻰ ﺍﺧﺗﻼﻓﻬﻡ ﻣﻥ‬
‫ﺧﻼﻝ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ‪ ،‬ﻛﺧﺩﻣﺎﺕ ﺍﻹﻋﺎﺭﺓ ﻭﺍﻟﻣﺭﺍﺟﻊ ﻭﺍﻟﺩﻭﺭﻳﺎﺕ ﻭﺍﻟﺗﺻﻭﻳﺭ ﻭﺍﻟﺧﺩﻣﺎﺕ‬
‫ﺍﻟﺣﺩﻳﺛﺔ ﻛﺧﺩﻣﺎﺕ ﺍﻹﺣﺎﻁﺔ ﺍﻟﺟﺎﺭﻳﺔ ‪ ،‬ﻭﺍﻟﺑﺙ ﺍﻻﻧﺗﻘﺎﺋﻲ ﻟﻠﻣﻌﻠﻭﻣﺎﺕ ‪ ،‬ﻭﺍﻟﺧﺩﻣﺎﺕ ﺍﻷﺧﺭﻯ ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭﺫﻟﻙ‬
‫ﻋﻥ ﻁﺭﻳﻖ ﻛﻔﺎءﺍﺕ ﺑﺷﺭﻳﺔ ﻣﺅھﻠﻪ ﻋﻠﻣﻳﺎ ً ﻭﻓﻧﻳﺎ ً ﻭﺗﻘﻧﻳﺎ ً ﻓﻲ ﻣﺟﺎﻝ ﻋﻠﻡ ﺍﻟﻣﻛﺗﺑﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ‪.‬‬

‫ﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﻣﺩﺭﺳﯾﺔ ‪-:‬‬ ‫‪.iii‬‬

‫ھ ﻲ ﺗﻠ ﻙ ﺍﻟﻣﻛﺗﺑ ﺔ ﺍﻟﺗ ﻲ ﺗﻠﺣ ﻖ ﺑﺎﻟﻣ ﺩﺍﺭﺱ ﺳ ﻭﺍء ﺍﻹﺑﺗﺩﺍﺋﻳ ﺔ ﺃﻭ ﺍﻟﻣﺗﻭﺳ ﻁﺔ ﺃﻭ ﺍﻟﺛﺎﻧﻭﻳ ﺔ ﻭﻳﺷ ﺭﻑ ﻋﻠ ﻰ‬
‫ﺇﺩﺍﺭﺗﻬﺎ ﻭﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ ﻟﻬﺎ ھﻭ ﺃﻣﻳﻥ ﺍﻟﻣﻛﺗﺑﺔ ‪ ..‬ﻭﺗﻬﺩﻑ ﺇﻟﻰ ﺧﺩﻣﺔ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﺭﺳﻲ ﺍﻟﻣﻛﻭﻥ ﻣﻥ ﻁﻼﺏ‬
‫ﻭﻣﺩﺭﺳﻳﻥ ﻭﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺗﻌﺗﺑﺭ ﺟﺯءﺍ ﻣﻥ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻣﺩﺭﺳﻲ ﺍﻟﺫﻱ ھﻭ ﺍﻷﺩﺍﺓ ﺍﻟﺗﻲ ﺗﺗﺣﻘﻖ ﺑﻭﺍﺳﻁﺗﻬﺎ‬
‫ﺃھﺩﺍﻑ ﺍﻟﻣﺩﺭﺳﺔ ﺍﻟﺗﺭﺑﻭﻳﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪4‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﻌﺎﻣﺔ ‪-:‬‬ ‫‪.iv‬‬

‫ﺍﻟﻣﻛﺗﺑ ﺎﺕ ﺍﻟﻌﺎﻣ ﺔ ھ ﻲ ﻣﺅﺳﺳ ﺔ ﺍﻟﺗﻌﻠﻳﻣﻳ ﺔ ﺍﻟﺛﻘﺎﻓﻳ ﺔ ﻭﺍﻻﺟﺗﻣﺎﻋﻳ ﺔ ﻭﺍﻟﺗﺭﻭﻳﺣﻳ ﺔ ﻭﺍﻟﺗ ﻲ ﺗﺟﻣ ﻊ ﻣﺻ ﺎﺩﺭ‬
‫ﺍﻟﻣﻌﺭﻓﺔ ﻭﺗﺳﻳﺭھﺎ ﻛﻲ ﻳﻧﺗﻔﻊ ﺑﻬﺎ ﺍﻟﺟﻣﻬﻭﺭ ﺣﻳﺙ ﻳﻘﺻﺩھﺎ ﺍﻟﻣﻭﺍﻁﻧﻭﻥ ﻋﻠﻲ ﺍﺧﺗﻼﻑ ﺍﻋﻣﺎﺭھﻡ ﻭﺍﺧﺑﺎﺭھﻡ‬
‫ﻭﺛﻘﺎﻓﺗﻬﻡ ﺑﻬﺩﻑ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﺑﺣﺙ ﻭﺍﻻﻁﻼﻉ ﻭﺍﺳﺗﻐﻼﻝ ﺍﻭﻗﺎﺕ ﺍﻟﻔﺭﺍﻍ‪ .‬ﻭﺧﺻﺎﺋﺻﻬﺎ ‪-:‬‬

‫‪ x‬ﺍﻥ ﺗﻛﻭﻥ ﻋﺎﻣﺔ ﺍﻟﺟﻣﻬﻭﺭ ‪.‬‬

‫‪ x‬ﺍﻥ ﺗﻘﺩﻡ ﺧﺩﻣﺎﺗﻬﺎ ﻟﻠﺟﻣﻬﻭﺭ ﻣﺟﺎﻧﺎ ‪.‬‬
‫‪ x‬ﺍﻥ ﺗﻘﻭﻡ ﺍﻟﺩﻭﻟﺔ ﺑﺗﺎﺳﻳﺳﻬﺎ ﻭﺍﻻﺷﺭﺍﻑ ﻋﻠﻳﻬﺎ ‪.‬‬
‫‪ x‬ﺗﻭﻓﺭ ﺍﻟﺧﺩﻣﺎﺕ ﻟﻼﻁﻔﺎﻝ ‪.‬‬

‫‪ .11‬ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺘﻲ ﯾﺠﻲ ﻣﺮﺍﻋﺎﺗﮭﺎ ﻋﻨﺪ ﺍﺧﺘﯿﺎﺭ ﻣﻮﻗﻊ ﺍﻟﻤﻜﺘﺒﺔ ‪-:‬‬

‫‪ .i‬ﺍﻟﻧﻭﺍﺣﻲ ﺍﻟﺗﺧﻁﯾﻁﯾﺔ ‪-:‬‬
‫‪ -‬ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﻣﺭﻛﺯ ﺍﻟﻣﺩﻳﻧﺔ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﺍﻟﻣﻭﺍﺻﻼﺕ )ﻭﻟﻳﺱ ﺑﺩﺍﺧﻝ ﺍﻟﻣﺭﻛﺯ( ‪.‬‬
‫‪ -‬ﺍﻟﻘﺭﺏ ﻣﻥ ﺍﻟﺑﺎﻧﻲ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﺍﻻﺧﺭﻯ ‪.‬‬
‫‪ -‬ﻅﻬﻭﺭ ﺍﻟﻣﻭﻗﻊ ﻛﻣﻌﻠﻡ ﻣﻣﻳﺯ ﻭﺍﻟﺑﻌﺩ ﻣﻥ ﺍﻟﻣﻧﺎﻁﻖ ﺍﻟﻧﺎﺋﻳﺔ ‪.‬‬
‫‪ .ii‬ﺍﻟﻧﻭﺍﺣﻲ ﺍﻟﺑﯾﺋﯾﺔ ‪-:‬‬
‫‪ -‬ﺍﻟﺑﻌﺩ ﻣﻥ ﻣﺻﺎﺩﺭ ﺍﻟﺿﻭﺿﺎء ‪.‬‬
‫‪ -‬ﺍﻟﺑﻌﺩ ﻣﻥ ﻣﺻﺎﺩﺭ ﺍﻟﺗﻠﻭﺙ ‪.‬‬
‫‪ -‬ﺍﻣﻛﺎﻧﺔ ﺗﻭﺟﻳﻪ ﺍﻟﻭﺍﺟﻬﻪ ﺍﻟﺭﺋﺳﻳﺔ ﺍﻟﻰ ﺍﻟﺷﻣﺎﻝ ﺍﻟﺟﻐﺭﺍﻓﻲ ﻟﻠﺗﻬﻭﻳﺔ ﻭﺍﻻﺿﺎءﺓ ‪.‬‬
‫‪ .iii‬ﺍﻟﻭﺻﻭﻟﯾﺔ ‪-:‬‬
‫‪ -‬ﺳﻬﻭﻟﺔ ﺍﻟﻭﺻﻭﻝ ﻣﻥ ﻣﺭﺍﻛﺯ ﺍﻟﺗﺟﻣﻌﺎﺕ ﻭﻣﺭﺍﻛﺯ ﺍﻟﻣﻭﺍﺻﻼﺕ ﺍﻟﻌﺎﻣﺔ ‪.‬‬
‫‪ -‬ﻗﺩﺭﺓ ﺯﻭﻱ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺧﺎﺻﺔ ﻣﻥ ﺍﻟﻭﺻﻭﻝ ‪.‬‬
‫‪ -‬ﺳﻬﻭﻟﺔ ﺍﻟﻭﺻﻭﻝ ﻣﻥ ﻭﺍﻟﻰ ﺍﻟﻣﻧﺷﺋﺎﺕ ﺍﻟﺛﻘﺎﻓﻳﺔ ﺍﻻﺧﺭﻯ ) ﺟﺎﻣﻌﺎﺕ – ﻣﺭﺍﻛﺯ ﺛﻘﺎﻓﻳﺔ ‪. (..‬‬
‫‪ -‬ﻳﺟﺏ ﺍﻥ ﻳﻛﻭﻥ ﺑﺎﺭﺯﺍ ﺑﺣﻳﺙ ﻳﻣﻛﻥ ﺭﺅﻳﺗﺔ ﻛﻣﻌﻠﻡ ﺑﺎﺭﺯ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪5‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (2-2‬ﺍﻟﻨﻤﺎﺫج ﺍﻟﻤﺸﺎﺑﮭﺔ ‪-:‬‬
‫‪ .1‬ﺍﻟﻨﻤﻮﺫج ﺍﻟﻌﺎﻟﻤﻲ ‪:‬‬
‫‪ -‬ﺍﻟﻣﺷ ﺭﻭﻉ ﻋﺑ ﺎﺭﺓ ﻋﻥ ﻣﻛﺗﺑ ﺔ ﺗﺗﻛ ﻭﻥ ﻣ ﻥ ﺃﺭﺑﻌ ﺔ ﻁﻭﺍﺑ ﻖ‬
‫ﺑﺎﻹﺿ ﺎﻓﺔ ﺇﻟ ﻰ ﺍﻟﻁ ﺎﺑﻖ ﺗﺣ ﺕ ﺍﻷﺭﺿ ﻲ ‪ ,‬ﻭﺗﻣﺛ ﻝ ﺟ ﺯء ﻣ ﻥ‬
‫ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ ﻓﻲ ﺩﻭﻟﺔ ﺍﻟﺻﻳﻥ ﻭﺍﻟﺫﻱ ﻳﺗﻛﻭﻥ ﻣﻥ‬
‫ﻣﺗﺣﻑ ﺁﺛﺎﺭ ﻭﻣﺭﻛﺯ ﺭﻳﺎﺿﻲ ﻭﻣﺳﺭﺡ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺑﻌﺽ‬
‫ﺍﻟﻣﺑﺎﻧﻲ ﺍﻟﺛﻘﺎﻓﻳﺔ ﺍﻷﺧﺭﻯ ‪.‬‬
‫‪ -‬ﻣﺷﺭﻭﻉ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ ‪.‬‬
‫‪ -‬ﺗﻡ ﺗﻧﻔﻳﺫﻩ ﻋﺎﻡ ‪ 2015‬ﻡ ‪.‬‬
‫‪ -‬ﺗﺑﻠﻎ ﻣﺳﺎﺣﺗﻪ ‪ 1.8800‬ھﻛﺗﺎﺭ ‪.‬‬
‫‪ -‬ﺗﺣﺗ ﻭﻱ ﻋﻠ ﻰ ﻗﺎﻋ ﺎﺕ ﺍﻟﻘ ﺭﺍءﺓ ﻭﺍﻹﻁ ﻼﻉ ﻭﻗﺎﻋ ﺎﺕ ﺗﺩﺭﻳﺑﻳ ﺔ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ‪ ,‬ﻭﺍﻟﺗﺭﻓﻳﻬﻳﺔ ﻣﺛﻝ ﺍﻟﻣﻁﺎﻋﻡ‬
‫‪.‬‬

‫ﺍﻟﺷﻛﻝ )‪ (1-2‬ﻣﺳﻘﻁ ﺃﻓﻘﻲ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫ﺍﻟﺷﻛﻝ )‪ (2-2‬ﻣﺳﻘﻁ ﺃﻓﻘﻲ‪6‬ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫ﺍﻟﺷﻛﻝ )‪ (4-2‬ﻣﺳﻘﻁ ﺍﻟﻁﺎﺑﻖ ﺍﻻﻭﻝ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬ ‫ﺍﻟﺷﻛﻝ )‪ (3-2‬ﻣﺳﻘﻁ ﺍﻟﺑﺩﻭﺭﻡ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫ﺍﻟﺷﻛﻝ )‪ (6-2‬ﻣﺳﻘﻁ ﺍﻟﻁﺎﺑﻖ ﺍﻟﺛﺎﻟﺙ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫ﺍﻟﺷﻛﻝ )‪ (5-2‬ﻣﺳﻘﻁ ﺍﻟﻁﺎﺑﻖ ﺍﻟﺛﺎﻧﻲ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪7‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫ﺍﻟﺷﻛﻝ )‪ (7-2‬ﻣﺳﻘﻁ ﺍﻟﻁﺎﺑﻖ ﺍﻟﺭﺍﺑﻊ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫ﺍﻟﺷﻛﻝ )‪ (8-2‬ﻗﻁﺎﻉ ﺭﺍﺳﻲ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪8‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﺷﻛﻝ )‪ (9-2‬ﻟﻘﻁﺔ ﻣﻧﻅﻭﺭﻳﺔ ﻣﻛﺗﺑﺔ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫* ﺍﻹﯾﺟﺎﺑﯾﺎﺕ ‪-:‬‬
‫• ﺳﻬﻭﻟﺔ ﺍﻟﺣﺭﻛﺔ ﺑﻳﻥ ﺭﻓﻭﻑ ﺍﻟﻛﺗﺏ ‪.‬‬
‫• ﺗﻧﻅﻳﻡ ﻣﺳﺎﺭ ﺍﻟﺯﺍﺋﺭ ﺑﻳﻥ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺩﻭﻥ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﻣﻠﻝ‬
‫• ﺇﺳﺗﺧﺩﺍﻡ ﺍﻹﺿﺎءﺓ ﺍﻟﻁﺑﻳﻌﻳﺔ ﻓﻲ ﻓﺭﺍﻏﺎﺕ ﺍﻟﻘﺭﺍءﺓ ‪.‬‬
‫• ﻣﻌﺎﻟﺟﺔ ﺍﻹﺷﻌﺎﻉ ﺍﻟﺷﻣﺳﻲ ﻭﺫﻟﻙ ﺑﻔﺿﻝ ﺍﻟﺗﺻﻣﻳﻡ ﺍﻟﺟﻳﺩ‬
‫ﻟﻠﻭﺍﺟﻬﺎﺕ ‪.‬‬
‫• ﺇﺩﺧﺎﻝ ﻋﻧﺻﺭ ﺍﻟﻣﻳﺎﻩ ﺇﻟﻰ ﺍﻟﻣﻭﻗﻊ ﻭﺍﻟﺫﻱ ﻳﻭﻓﺭ ﺇﻁﻼﻟﺔ‬
‫ﺟﻣﻳﻠﺔ ﺗﺑﻌﺙ ﺍﻟﺭﺍﺣﺔ ﻭﺍﻟﻬﺩﻭء ﻓﻲ ﺍﻟﻧﻔﻭﺱ ‪.‬‬

‫* ﺍﻟﺳﻠﺑﯾﺎﺕ ‪-:‬‬
‫• ﺑﻌﺩ ﻣﻭﺍﻗﻑ ﺍﻟﺳﻳﺎﺭﺍﺕ ﻣﻥ ﻣﺩﺧﻝ ﺍﻟﻣﺑﻧﻰ ﻧﺳﺑﺔ ﻟﻭﺟﻭﺩھﺎ‬
‫ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﻣﺩﺧﻝ ﺍﻟﻣﺟﻣﻊ ﻛﺎﻣﻼ ‪.‬‬
‫• ﻋﺩﺩ ﺍﻷﻋﻣﺩﺓ ﺍﻟﻬﺎﺋﻝ ﻭﺍﻟﺗﻲ ﺗﺣﺩ ﻣﻥ ﺍﻹﺳﺗﻣﺭﺍﺭ ﺍﻟﺑﺻﺭﻱ‬
‫ﻓﻲ ﺍﻟﻔﺭﺍﻍ ‪.‬‬
‫• ﺇھﺩﺍﺭ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻣﺳﺎﺣﺎﺕ ﻓﻲ ﻓﺭﺍﻏﺎﺕ ﺍﻟﺗﻭﺯﻳﻊ ﻭ‬
‫ﻣﻣﺭﺍﺕ ﺍﻟﺣﺭﻛﺔ ‪.‬‬
‫• ﻋﺩﻡ ﻣﺭﺍﻋﺎﺓ ﺫﻭﻱ ﺍﻹﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺧﺎﺻﺔ ﻓﻲ ﺗﺻﻣﻳﻡ‬
‫ﺍﻟﻣﺩﺍﺧﻝ ﻭﻣﻣﺭﺍﺕ ﺍﻟﺣﺭﻛﺔ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪9‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .2‬ﺍﻟﻨﻤﻮﺫج ﺍﻟﻤﺤﻠﻲ ‪-:‬‬
‫‪ -‬ھﻭ ﻋﺑﺎﺭﺓ ﻋﻥ ﻣﺭﻛﺯ ﺛﻘﺎﻓﻲ ﻳﺟﻣﻊ ﺑﻳﻥ‬
‫ﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ ﺑﻣﺻﺎﺩﺭ ﻣﻌﻠﻭﻣﺎﺗﻬﺎ ﺍﻟﻭﺭﻗﻳﺔ‬
‫ﻭ ﺍﻟﻣﻛﺗﺑﺔ ﺍﻹﻟﻛﺗﺭﻭﻧﻳﺔ ﻭ ﺍﻟﺗﻲ ﺗﻘﺩﻡ ﺧﺩﻣﺎﺗﻬﺎ‬
‫ﻟﻛﺎﻓﺔ ﻓﺋﺎﺕ ﺍﻟﻣﺟﺗﻣﻊ ‪.‬‬
‫‪ -‬ﺗﻘﻊ ﻓﻲ ﺍﻟﺧﺭﻁﻭﻡ ‪ ،‬ﺍﻟﺭﻳﺎﺽ ‪ ،‬ﺷﺎﺭﻉ ﺍﻟﻣﺷﺗﻝ‬
‫‪ ,‬ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﻛﻧﺎﺭ ﻟﻺﺗﺻﺎﻻﺕ ﻭ ﻣﻘﺎﺑﻠﺔ‬
‫ﻟﻣﻘﻬﻰ ‪. Starbox‬‬
‫‪ -‬ﻋﻠﻰ ﻣﻭﻗﻊ ﺗﺑﻠﻎ ﻣﺳﺎﺣﺗﻪ ﺍﻟﻛﻠﻳﺔ ‪ 694‬ﻣﺗﺭ‬
‫ﻣ ﺭﺑ ﻊ ‪.‬‬
‫‪ -‬ﻳﺗﻛﻭﻥ ﺍﻟﻣﺑﻧﻰ ﻣﻥ ‪ 6‬ﻁﻭﺍﺑﻖ ﺑﺈﺭﺗﻔﺎﻉ ﻳﺻﻝ‬
‫ﺇﻟﻰ ‪ 68.14‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬
‫ﺍﻟﺷﻛﻝ )‪ (10-2‬ﺻﻭﺭﺓ ﺗﻭﺿﺢ ﻣﻭﻗﻊ ﺍﻟﻣﺭﻛﺯ ﺍﻟﺛﻘﺎﻓﻲ )ﺑﻧﻙ ﻓﻳﺻﻝ‬
‫ﺍﻻﺳﻼﻣﻲ(‬

‫ﺍﻟﺷﻛﻝ )‪ (11-2‬ﻣﺳﻘﻁ ﺃﻓﻘﻲ ﻣﺭﻛﺯ ﻛﻭﺟﻧﻎ ﺍﻟﺛﻘﺎﻓﻲ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪10‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻷﺭﺿﻲ ‪-:‬‬
‫‪ -‬ﻳﻭﺟﺩ ﻓﻲ ھﺫﺍ ﺍﻟﻁﺎﺑﻖ ﻣﻛﺗﺏ ﺍﻷﻣﻥ – ﻭﺳﺎﺋﻝ‬
‫ﺍﻟﺣﺭﻛﺔ – ﺧﺯﺍﻧﺎﺕ ﺣﻔﻅ ﺍﻷﻏﺭﺍﺽ ‪66‬‬
‫ﺧﺯﻧﺔ ﻣﺳﺎﺣﺔ ھﺫﺍ ﺍﻟﻔﺭﺍﻍ‪ 26 :‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪11‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﻣﺩﺧﻝ ﻏﻳﺭ ﻭﺍﺿﺢ‪.‬‬ ‫•‬
‫ﺑﻬﻭ ﺍﻹﺳﺗﻘﺑﺎﻝ ﺻﻐﻳﺭ ﺟﺩﺍ‪.‬‬ ‫•‬
‫ﻻ ﻳﻭﺟ‪4‬ﺩ ﻓﺻ‪4‬ﻝ ﻓ‪4‬ﻲ ﺍﻟﻣ‪4‬ﺩﺍﺧﻝ ) ﺍﻟ‪4‬ﺯﻭﺍﺭ –‬ ‫•‬ ‫ﻣﻼﺣﻅﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﻳﻧﻥ – ﺍﻟﻌﻣﺎﻝ‪( .‬‬
‫ﻭﺳﺎﺋﻝ ﺍﻟﺣﺭﻛﺔ ﻭﺍﺿﺣﺔ‬ ‫•‬

‫‪ -‬ﺍﻟﻁﺎﺑﻖ ﺍﻷﻭﻝ ‪-:‬‬

‫‪ -‬ھﺫﺍ ﺍﻟﻁﺎﺑﻖ ﺗﺎﺑﻊ ﻟﻠﺑﻧﻙ‪.‬‬
‫‪ -‬ﻓﻘﻁ ﻳﻭﺟ‪4‬ﺩ ھﻧ‪4‬ﺎ ﻓ‪4‬ﺭﺍﻍ ﻭﺳ‪4‬ﺎﺋﻝ‬
‫ﺍﻟﺣﺭﻛﺔ ‪.‬‬

‫ﻣﺭﻛﺯﻳﺔ ﻭﺳﺎﺋﻝ ﺍﻟﺣﺭﻛﺔ ‪.‬‬ ‫ﻣﻼﺣﻅﺎﺕ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪12‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪13‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻟﺛﺎﻧﻲ ‪-:‬‬
‫ﯾﺗﻛﻭﻥ ﻣﻥ ‪-:‬‬
‫‪ -‬ﺻﺎﻟﺔ ﺍﻟﻣﻁﺎﻟﻌﺔ ﺍﻟﺭﯾﺋﺳﯾﺔ ‪-:‬‬
‫ﺗﺳﺗﻭﻋﺏ ‪ 66‬ﻗﺎﺭﺉ ‪.‬‬
‫‪ -‬ﻓﺭﺍﻍ ﺍﻹﺳﺗﻘﺑﺎﻝ ﺍﻟﺭﺋﯾﺳﻲ ‪-:‬‬

‫ﻳﻭﺟﺩ ﺑﺎﻟﻘﺭﺏ ﻣﻧﻪ ﻗﺳﻡ ﺁﻻﺕ ﺍﻟﺗﺻﻭﻳﺭ ﻭﻳﻭﺟﺩ ﺃﻳﺿﺎ ﻗﺳ"ﻡ‬

‫ﻹﻋﺎﺭﺓ ﺍﻟﻛﺗﺏ ‪.‬‬
‫ﻛﻣ "ﺎ ﺗﻭﺟ "ﺩ ﺧ "ﺩﻣﺎﺕ )ﺣﻣ "ﺎﻡ ﻧﺳ "ﺎء ‪,‬‬
‫ﺣﻣﺎﻡ ﺭﺟﺎﻝ ( ﻭﻣﻁﺑﺦ ﺻﻐﻳﺭ ‪.‬‬
‫‪ -‬ﺍﻟﻣﻛﺗﺑﺔ ﺍﻹﻟﻛﺗﺭﻭﻧﯾﺔ‬
‫ﺗﺑﻠﻎ ﻣﺳﺎﺣﺗﻬﺎ ‪ 45‬ﻣﺗﺭ ﻣﺭﺑﻊ‬
‫ﺗﺳﺗﻭﻋﺏ ‪ 12‬ﺷﺧﺹ‪.‬‬
‫ﻳﻭﺟﺩ ﺑﻬﺎ ﻣﻛﺎﻥ ﻣﺭﺍﻗﺑﺔ ﻭ ﺇﺷﺭﺍﻑ ‪.‬‬

‫ﺗﻭﻓﻳﺭ ﻣﻛﺗﺑﺔ ﺇﻟﻛﺗ‬ ‫•‬

‫ﺗﻭﻓﻳﺭ ﺷﺑﻛﺔ ﻭﺍﻱ‬ ‫•‬
‫ﺍﻟﻣﻛﺗﺑﺔ‪.‬‬
‫ﺗﻭﻓﻳﺭ ﻣﺎﻛﻳﻧﺎﺕ ﺗ‬ ‫•‬ ‫ﻣﻼﺣﻅﺎﺕ‬
‫ﺻﺎﻟﺔ ﺍﻟﻣﻁﺎﻟﻌﺔ ﺍ‬ ‫•‬
‫ﻟﻌﺩﺩ ﺍﻷﺷﺧﺎﺹ‬
‫ﺗﻭﻓﻳﺭ ﻣﻧﻁﻘﺔ ﺻ‬ ‫•‬

‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻟﺛﺎﻟﺙ ‪-:‬‬

‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﻳﺗﻛﻭﻥ ﻣﻥ ‪-:‬‬
‫‪ -‬ﻣﻛﺗﺏ ﺇﺩﺍﺭﺓ ‪-:‬‬
‫ﺑﻣﺳﺎﺣﺔ ‪ 9‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬
‫ﻋﻧﺩﻣﺎ ﻻ ﻳﻛﻭﻥ ھﻧﺎﻙ ﻋﺭﺽ ﻣﻌﻳﻥ ﻳﺳﺗﻐﻝ ﻛﻘﺎﻋﺔ ﻗﺭﺍءﺓ ﺗﺳﺗﻭﻋﺏ ‪ 91‬ﺷﺧﺹ ﻟﻠﻘﺭﺍءﺓ ‪.‬‬
‫ﻗﺎﻋﺔ ﻣﺧﺻﺻﺔ ﻟﻁﻠﺑﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﻩ ﻭﺍﻟﺑﺎﺣﺛﻳﻥ ﺗﺗﺳﻊ ﻝ ‪ 75‬ﺷﺧﺹ‪.‬‬
‫‪ -‬ﻛﺎﻓﺗﺭﯾﺎ ‪-:‬‬
‫ﺗﺗﺳﻊ ﻝ‪ 31‬ﺷﺧﺹ‪ .‬ﺑﻬﺎ ‪ 31‬ﻛﺭﺳﻲ ﻭ ‪ 9‬ﻁﺎﻭﻻﺕ‬
‫‪ -‬ﻣﻛﺗﺑﺔ ﺍﻷﻁﻔﺎﻝ‪:‬‬
‫ھﺫﻩ ﺍﻟﻣﻛﺗﺑﺔ ﻋﺑﺎﺭﺓ ﺟﺯء ﻣﻥ ﻣﺳﺎﺣﺔ ﺍﻟﻣﻌﺭﺽ ﻣﻔﺻﻭﻟﺔ ﻋﻥ ﻁﺭﻳﻖ ﺑﺎﺭﺗﺷﻥ‪.‬‬
‫ﺗﺳﺗﻭﻋﺏ ‪ 77‬ﻁﻔﻝ‪ .‬ﻳﻭﺟﺩ ﺑﻬﺎ ﺟﻬﺎﺯﻳﻥ ﻛﻣﺑﻳﻭﺗﺭ ﻟﻸﻁﻔﺎﻝ ﻭ ﻣﻧﻁﻘﺔ ﺗﻠﻭﻳﻥ‪.‬‬

‫ﻣﻼﺣﻅﺎﺕ‬
‫ﻳﻭﺟﺩ ﺇھﺗﻣﺎ‬ ‫•‬
‫ﻣﺧﺻﺻ‪9‬ﺔ‬
‫ﻣﺩﺧﻠﻬﺎ‪.‬‬
‫ﺃ ﻳﺿ ‪ 9 9 9 9 9‬ﺎ ھ ﻧ ‪9‬‬ ‫•‬
‫ﺍﻟﻣﺎﺟﺳ ‪99999‬ﺗﻳ‬
‫ﻣﺧﺻﺹ ﻭ‬
‫ﻳﻭﺟﺩ ﺗﻌﺩﺩ‬ ‫•‬
‫ﻓﺭﺍﻍ‪.‬‬
‫ﺻ‪99‬ﺎﻟﺔ ﺍﻟﻣﻌ‬ ‫•‬
‫ﻋﻥ ﻁﺭﻳﻖ‬

‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻟﺭﺍﺑﻊ ‪-:‬‬

‫ﻳﺗﻛﻭﻥ ﻣﻥ ‪:‬‬
‫‪ -‬ﺻﺎﻟﺔ ﻣﺅﺗﻣﺭﺍﺕ ‪-:‬‬

‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺗﺳﺗﻭﻋﺏ ‪ 89‬ﺷﺧﺹ ‪ .‬ﻣﻭﺯﻋﻳﻥ ﻋﻠﻰ‪ 5‬ﺻﻔﻭﻑ‪.‬‬
‫ﻣﺳﺎﺣﺗﻬﺎ ‪ 130‬ﻣﺗﺭ ﻣﺭﺑﻊ ﺗﻘﺭﻳﺑﺎ‬
‫ﻳﻭﺟﺩ ﺑﻬﺎ ‪ 2‬ﺷﺎﺷﺔ – ‪ 2‬ﺳﻣﺎﻋﺔ‬
‫‪ -‬ﺧﺩﻣﺎﺕ ‪-:‬‬
‫ﺣﻣﺎﻡ ) ﻧﺳﺎء ‪ ،‬ﺭﺟﺎﻝ‪( .‬‬
‫ﻣﻁﺑﺦ ‪.‬‬
‫ﻣﺧﺯﻥ‪.‬‬
‫ﻣﺻ‪0‬ﻠﻰ ﻓ‪0‬ﻲ ﺍﻟﻣﻣ‪0‬ﺭ ﻣﻔﺻ‪0‬ﻭﻝ ﻋ‪0‬ﻥ ﻁﺭﻳ‪0‬ﻖ‬
‫ﻓﻭﺍﺻﻝ ‪.‬‬
‫‪ -‬ﺻﺎﻟﺔ ﺍﻟﻘﺭﺍءﺓ ﺍﻟﺟﻣﺎﻋﯾﺔ ‪-:‬‬
‫ﻳﺳﻣﺢ ﻓﻳﻬﺎ ﺑﺎﻟﻛﻼﻡ – ﻻ ﻳﻭﺟﺩ ﺑﻬﺎ ﻣﺭﺍﻗﺑﺔ‬
‫–ﻭﻻ ﻳﻭﺟﺩ ﻛﺗﺏ ‪.‬‬
‫ﺗﻘﺎﻡ ﻓﻳﻬﺎ ﺍﻟﺩﻭﺭﺍﺕ ‪.‬‬
‫ﺗﺳﺗﻭﻋﺏ ‪ 41‬ﺷﺧﺹ‪.‬‬
‫ﻣﺳﺎﺣﺗﻬﺎ ‪ 80‬ﻣﺗﺭ ﻣﺭﺑﻊ ﺗﻘﺭﻳﺑﺎ ‪.‬‬
‫ﻳﻭﺟﺩ ﺑﻬﺎ ‪ 3‬ﺷﺎﺷﺎﺕ ﺗﻠﻔﺯﻳﻭﻥ ‪.‬‬

‫ﻻ ﻳﻭﺟﺩ ﻣﺩﺧﻝ ﺧﺎﺹ ﻟﺻﺎﻟﺔ ﺍﻟﻣﺅﺗﻣﺭﺍﺕ‪.‬‬ ‫•‬

‫ﺇﺳﺗﺧﺩﺍﻡ ﺗﺷﻁﻳﺑﺎﺕ ﻣﻧﺎﺳﺑﺔ‪.‬‬ ‫•‬
‫ﻻ ﻳﻭﺟﺩ ﻓﺻﻝ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ ) ﻧﺳﺎء– ﺭﺟﺎﻝ‬ ‫•‬ ‫ﻣﻼﺣﻅﺎﺕ‬
‫(‪ ،‬ﻛﻣﺎ ﺃﻥ ھﺫﻩ ﺍﻟﺧﻣﺎﺕ ﻗﻠﻳﻠﺔ ﺟﺩﺍ‪.‬‬
‫ﺍﻹھﺗﻣﺎﻡ ﺑﻧﻭﺍﺣﻲ ﺍﻷﻣﻥ ﻭ ﺍﻟﺳﻼﻣﺔ‬ ‫•‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪16‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺗﺤﻠﯿــﻞ ﺍﻟﻤﻌﻠﻮﻣـــﺎﺕ‬
‫)‪ (1-3‬ﺗﺤﻠﯿﻞ ﺍﻟﻔﺮﺍﻏـــﺎﺕ ‪-:‬‬
‫‪ .1‬ﻣﻜﻮﻧﺎﺕ ﺍﻟﻤﺸﺮوﻉ ‪-:‬‬

‫ﻣﻛوﻧﺎﺕ اﻟﻣﺷروع‬

‫اﻟﻣﻛون اﻟﺑﺷري‬ ‫اﻟﻣﻛون اﻟﻔراﻏﻲ‬ ‫اﻟﻣﻛون اﻟﻣﻧﺷطﻲ‬

‫ﻓراﻏﺎﺕ أﺳﺎﺳﯾﺔ‬ ‫ﻧﺷﺎط أﺳﺎﺳﻲ‬

‫ﻓراﻏﺎﺕ ﺛﻘﺎﻓﯾﺔ‬

‫ﻓراﻏﺎﺕ ﺛﻘﺎﻓﯾﺔ‬
‫ﻓراﻏﺎﺕ ﺛﻘﺎﻓﯾﺔ‬ ‫ﻧﺷﺎط ﺛﻘﺎﻓﻲ‬

‫ﻓراﻏﺎﺕ‬
‫ﻓراﻏﺎﺕ ﺛﻘﺎﻓﯾﺔ‬ ‫إﺟﺗﻣﺎﻋﯾﺔ‬ ‫ﺗرﻓﯾﮭﻲ‬

‫ﻓراﻏﺎﺕ‬ ‫ﻧﺷﺎط ﺗدرﯾﺑﻲ‬

‫ﻓراﻏﺎﺕ ﺛﻘﺎﻓﯾﺔ‬ ‫ﺗدرﯾﺑﯾﺔ‬

‫ﻓراﻏﺎﺕ ﻣﺳﺎﻧدﺓ‬ ‫ﻧﺷﺎط ﺛﺎﻧوي‬

‫ﻓراﻏﺎﺕ إدارﯾﺔ‬ ‫ﻧﺷﺎط إداري‬

‫ﺧدﻣﺎﺕ اﻟﻣﻛﺗﺑﺔ‬
‫اﻟﻣﻛﺗﺑﺔ‬

‫ﻓراﻏﺎﺕ‬ ‫ﺧدﻣﺎﺕ ﻋﺎﻣﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪17‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻣﻛﻭﻥ ﺍﻟﻣﻧﺷﻁﻲ ‪-:‬‬

‫‪ x‬ﺍﻟﻣﻛﻭﻥ ﺍﻟﺑﺷﺭﻱ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪18‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻣﻛﻭﻥ ﺍﻟﻔﺭﺍﻏﻲ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪19‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪20‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ .2‬ﺩﺭﺍﺳﺔ ﺍﻟﻔﺮﺍﻏﺎﺕ ‪-:‬‬
‫‪ x‬ﻣﻛﺗﺑﺔ ﺍﻟﻣﻛﻔﻭﻓﯾﻥ ‪-:‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻔﺭﺩ = ‪ 4.00‬ﻡ‬
‫‪ -‬ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ = ‪60‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻘﺭﺍءﺓ = ‪240 = 60 * 4‬ﻡ‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻛﺗﺏ‬
‫‪ -‬ﻋﺩﺩ ﺍﻟﻛﺗﺏ = ‪10.000‬‬
‫‪84 = 009. * 10.000 -‬ﻡ‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﻛﻠﯾﺔ = ‪324‬ﻡ‬

‫‪ x‬ﻣﻛﺗﺑﺔ ﺍﻷﻁﻔﺎﻝ‪-:‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻁﻔﻝ ﻓﻲ ﺍﻟﻣﻛﺗﺑﺔ = ‪ 1.86‬ﻣﺗﺭﻣﺭﺑﻊ ‪.‬‬
‫‪ -‬ﻋﺩﺩ ﺍﻻﻁﻔﺎﻝ = ‪. 100‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺃﻣﺎﻛﻥ ﺍﻟﻘﺭﺍءﺓ = ‪ 186 = 1.86 * 100‬ﻣﺗﺭﻣﺭﺑﻊ ‪.‬‬
‫‪ -‬ﻋﺩﺩ ﺍﻟﻛﺗﺏ = ‪. 4000‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻛﺗﺎﺏ = ‪. 0.006‬‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﻣﺧﺻﺻﺔ ﻟﻠﻛﺗﺏ ‪-:‬‬
‫‪ 24 = 0.006 * 4000 -‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪21‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻣﻛﺗﺑﺔ ﺍﻟﺭﺋﯾﺳﯾﺔ ‪-:‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻔﺭﺩ = ‪ 2.60‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻔﺭﺩ * ﻋﺩﺩ ﺍﻟﻣﻘﺎﻋﺩ = ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﻛﻠﻳﺔ‬
‫‪ 1040 = 400 * 2.60 -‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻛﺗﺏ ﺍﻟﻣﺗﺩﺍﻭﻟﺔ ‪-:‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﻛﺗﺏ ﺗﺅﺧﺫ ﻟﻛﻝ ‪ 30‬ﺳﻡ ﻁﻭﻟﻲ ‪ 7‬ﻛﺗﺏ ﻭﻟﻛﻝ ‪ 30‬ﺳﻡ ﻁﻭﻟﻲ ﺭﺃﺳﻲ ‪ 50‬ﻛﺗﺎﺏ ﺑﺣﺳﺎﺏ ‪ 7‬ﺃﺭﻓﻑ‬
‫ﻭﺗﻘﺩﺭ ﻣﺳﺎﺣﺔ ﺍﻟﻛﺗﺎﺏ ﺍﻟﻭﺍﺣﺩ ﺏ ‪ 0.007‬ﻣﺗﺭ ﻣﺭﺑﻊ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪22‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻣﻛﺗﺑﺔ ﺍﻹﻟﻛﺗﺭﻭﻧﯾﺔ ‪-:‬‬
‫‪ -‬ﺍﻹﻋﺗﺑﺎﺭﺍﺕ ﺍﻟﺗﺻﻣﯾﻣﯾﺔ ‪-:‬‬
‫‪ -‬ﻳﻛﻭﻥ ﻧﺻﻳﺏ ﺍﻟﻔﺭﺩ ‪ 3.5‬ﻡ ‪2‬‬
‫‪ -‬ﻋﺩﺩ ﺍﻻﻓﺭﺍﺩ = ‪60‬‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ = ‪ 200 = 3.5 * 60‬ﻣﺗﺭﻣﺭﺑﻊ ‪.‬‬
‫‪ -‬ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ‪-:‬‬
‫‪ -‬ﺟﻬﺎﺯ ﻛﻣﺑﻳﻭﺗﺭ ‪.‬‬
‫‪ -‬ﻣﻧﺿﺩﺓ ﻛﻭﻣﺑﻳﻭﺗﺭ ‪ :‬ﻁﻭﻟﻬﺎ ﺣﻭﺍﻟﻲ ‪ 115‬ﺳﻡ ‪,‬ﻭﻋﺭﺿﻬﺎ‬
‫ﺣﻭﺍﻟﻲ ‪ 07‬ﺳﻡ‬
‫‪ -‬ﺍﻟﻛﺭﺳ ‪3‬ﻲ ‪ :‬ﺍﺭﺗﻔ ‪3‬ﺎﻉ ﺍﻟﻛﺭﺳ‪33‬ﻲ ﺣ ‪3‬ﻭﺍﻟﻲ ‪ 45‬ﺳ‪33‬ﻡ ﻳﻧﺎﺳ ‪3‬ﺏ‬
‫ﻣﻧﺿﺩﺓ ﺍﻟﻛﻣﺑﻳﻭﺗﺭ ‪.‬‬
‫‪ -‬ﻳﺭﺍﻋ‪33‬ﻰ ﺍﻟﺗﻬﻭﻳ‪33‬ﻪ ﺍﻟﺟﻳ‪33‬ﺩﻩ ﺩﺍﺧ‪33‬ﻝ ﻗﺎﻋ‪33‬ﺔ ﺍﻻﻧﺗﺭﻧ‪33‬ﺕ ﺣﻔﺎﻅ‪33‬ﺎ ﻋﻠ ‪33‬ﻰ‬
‫ﺍﻷﺟﻬﺯﻩ ﺍﻟﻣﻭﺟﻭﺩﻩ ‪.‬‬
‫‪ -‬ﺍﻷﺿ‪3‬ﺎءﻩ ﻓ‪3‬ﻲ ﻣﺳ‪3‬ﺗﻭﻯ‬
‫ﺍﻟﺷﺎﺷ‪33333333‬ﻪ ﺣﺗ‪33333333‬ﻰ ﻻ‬
‫ﻳ ‪3‬ﻧﻌﻛﺱ ﺍﻟﺿ ‪3‬ﻭء ﻋﻠ ‪3‬ﻰ‬
‫ﺍﻟﺷﺎﺷﺔ ‪.‬‬

‫‪ x‬ﺍﻟﺻﺎﻟﺔ ﻣﺗﻌﺩﺩﺓ ﺍﻻﻏﺭﺍﺽ ‪-:‬‬

‫‪ -‬ﺍﻟﺻﺎﻟﺔ ﺍﻟﺩﺍﺧﻠﻳﺔ ﺗﺳﻊ ‪ 200‬ﺷﺧﺹ ‪.‬‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﺷﺧﺹ ﻓﻲ ﻗﺎﻋﺔ ﻣﺗﻌﺩﺩﺓ ﺍﻷﻏﺭﺍﺽ ‪ 0.60‬ﻣﺗﺭ ﻣﺭﺑﻊ‪.‬‬
‫‪ 1200 = 0.6 * 200 -‬ﻣﺗﺭﻣﺭﺑﻊ‬
‫‪300 = %20 -‬ﻡ )ﻣﺳﺎﺣﺔ ﺧﺩﻣﺔ (‬
‫‪ -‬ﻣﺳﺎﺣﺔ ﺍﻟﺻﺎﻟﺔ = ‪ 1620‬ﻣﺗﺭﻣﺭﺑﻊ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪23‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻣﺳﺭﺡ ‪-:‬‬
‫‪ -‬ﻧﻅﺭﺍ ﻟﻼﺗﺻﺎﻝ ﺑﻳﻥ ﺍﻟﻛﻠﻣ ﺎﺕ‬
‫ﺍﻟﻣﻛﺗﻭﺑ ﺔ ﻭﺍﻟﻛﻠﻣ ﺎﺕ ﺍﻟﻣﺳ ﻣﻭﻋﺔ‬
‫ﺍﺻ ﺑﺣﺕ ﺍﻟﻣﻛﺗﺑ ﺎﺕ ﺃﻛﺛ ﺭ‬
‫ﺍﺭﺗﺑﺎﻁﺎ ﺑﺎﻟﻣﺳﺭﺡ ﻭﻋﺎﺩﺓ ﻳﺗﻭﺍﺟﺩ‬
‫ﺍﻟﻣﺳﺭﺡ ﻣﻊ ﺍﻟﻣﻛﺗﺑﺔ ﻓﻲ ﻣﺑﻧﻰ‬
‫ﻭﺍﺣﺩ ﻭﻳﺭﺟﻊ ﺫﻟﻙ ﻻﻧﻬﻣﺎ‬
‫ﻳﺷﺗﺭﻛﺎﻥ ﻓﻲ ﺑﻌﺽ ﺍﻟﺧﺩﻣﺎﺕ ﻭﺍﻥ ﻛﻼ ﻣﻧﻬﻣﺎ ﺳﻳﻌﺎﻭﻥ‬
‫ﻓ ﻲ ﺍﻟﺩﻋﺎﻳ ﺔ ﻟﻼﺧ ﺭ ﺍﺫﺍ ﻛ ﺎﻥ ﻻﺑ ﺩ ﻣ ﻥ ﺍﺷ ﺗﺭﺍﻙ ھ ﺎﺗﻳﻥ‬
‫ﺍﻟﺧﺩﻣﺗﻳﻥ ﻓﻲ ﻣﺑﻧﻰ ﻭﺍﺣﺩ ﻓﻳﻔﺿﻝ ﺗﺻﻣﻳﻣﻬﻣﺎ ﻅﻬﺭﺍ ﺍﻟﻰ‬
‫ﻅﻬﺭ ﺗﻔﺎﺩﻳﺎ ﻟﻣﺷﻛﻠﺔ ﺍﻟﺿﻭﺿﺎء ﻭﺍﻟﺟﻣﻬﻭﺭ ‪.‬‬
‫‪ -‬ﺍﻟﻣﻛﻭﻧﺎﺕ ﺍﻻﺳﺎﺳﯾﺔ ‪-:‬‬
‫ﻳﻧﻘﺳﻡ ﺍﻟﻣﺳﺭﺡ ﺍﻟﻲ ﺛﻼﺛﺔ ﺃﻗﺳﺎﻡ ‪.‬ﻭھﻲ ‪-:‬‬
‫‪ .1‬ﺍﻟﻐ ﺭﻑ ﺍﻟﻣﻣﻬ ﺩﺓ‪ :‬ﺍﻟﻣ ﺩﺧﻝ ‪ ،‬ﺍﻟﺑﻬ ﻭ ‪ ،‬ﺻ ﺎﻟﺔ ‪،‬‬

‫ﺍﻟﺗﺟﻣﻊ ‪ ،‬ﺍﻟﻣﺷﺎﺟﺏ ‪ ....‬ﺃﻟﺦ‪.‬‬

‫‪ .2‬ﺍﻟﺻﺎﻟﺔ ‪ :‬ﻣﺩﺭﺟﺎﺕ ﺍﻟﻣﺷﺎھﺩﻩ ‪.‬‬
‫‪ .3‬ﺍﻟﻣﺳ ﺭﺡ‪ :‬ﺧﺷ ﺑﺔ ﺍﻟﻣﺳ ﺭﺡ )ﺧﻠﻔﻳ ﺔ‬
‫ﺍﻟﻣﺳﺭﺡ – ﺍﻟﻣﻣ ﺭﺍﺕ – ﻣﺷﺎﺟﺏ‬
‫ﺍﻟﻔﻧﺎﻧﻳﻥ(‪.‬‬

‫ﻭﺑﺎﻟﻧﺳ ﺑﺔ ﻟ ﺯﻣﻥ ﺍﻟﻭﺻ ﻭﻝ ﻟﻠﻣﺷ ﺎھﺩﻳﻥ‪:‬‬

‫ﻳﺳ ﺗﻐﺭﻕ ﻣ ﺩّﺓ ﺗﺗ ﺭﺍﻭﺡ ﻣ ﺎ ﺑ ﻳﻥ ‪30 – 15‬‬
‫ﺩﻗﻳﻘﺔ ﻭ ﻳﻐﺎﺩﺭﻭﻥ ﺍﻟﻣﺳﺭﺡ ﻓﻲ ﺍﻟﺯﻣﻥ ﻧﻔﺳﺔ ﺗﻘﺭﻳﺑﺎ ً‬

‫‪ -‬ﺍﻟﻣﺳﺎﺣﺎﺕ ‪-:‬‬
‫‪ -‬ﺻﺎﻟﺔ ﺍﻟﺗﺟﻣﻊ = ‪ 400 = 500 * 0.8‬ﻣﺗﺭﻣﺭﺑﻊ‬
‫‪ -‬ﺻﺎﻟﺔ ﺍﻟﻣﺳﺭﺡ = ‪ 700 = 500 * 1.40‬ﻣﺗﺭﻣﺭﺑﻊ‬
‫‪ -‬ﺧﺷﺑﺔ ﺍﻟﻣﺳﺭﺡ = ‪233 = 3/700‬‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﻛﻠﯾﺔ = ‪ 1000‬ﻣﺗﺭ ﻣﺭﺑﻊ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪24‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪25‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ x‬ﻣﺧﺎﺯﻥ ﺍﻟﻛﺗﺏ ‪-:‬‬
‫‪ -‬ﻛﺣ ﻝ ﻟﻣﺷﻛﻠﺔ ﺗﺧﺯﻳﻥ ﺍﻟﻛﺗ ﺏ ﺑﻛﻣﻳﺎﺕ ﻛﺑﻳﺭﺓ ﻓ ﻲ ﻣﺳﺗﻭﺩﻋﺎﺕ ﺩﺍﺋﻣ ﺔ ﺗﻡ ﺍﺧﺗ ﺭﺍﻉ ﻧﻅﺎﻡ ‪(known as‬‬
‫)‪ automated storage and retrieval systems, or ASRS‬ﺍﻭ ﻧﻅﻡ ﺍﻟﺗﺧﺯﻳﻥ ﺍﻵﻟﻲ ﻭﻧﻅﻡ‬
‫ﺍﺳﺗﺭﺟﺎﻉ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ‪.‬‬
‫‪ -‬ﻭﺗﻡ ﺍﺳﺗﺧﺩﺍﻡ ھﺫﺍ ﺍﻟﻧﻅﺎﻡ ﻣﺅﺧﺭﺍ ﻓﻲ ﻋﻠﻳﺔ ﺍﻟﺗﺧﺯﻳﻥ ﻭﻳﺗﻡ ﺍﺩﺭﺍﺝ ﺍﻟﻛﺗﺏ ﻭﺍﻟﻣﺟﻠﺩﺍﺕ ﺍﻻﻗﻝ ﺗﺻﻔﺣﺎ )ﺍﻟﺗﺧﺯﻳﻥ‬
‫ﺍﻟﺩﺍﺋﻡ ( ﻭﺗﻭﻓﻳﺭ ﻅﺭﻭﻑ ﺑﻳﺋﻳﺔ ﻣﻧﺎﺳﺑﺔ ﻟﺗﺟﻧﺏ ﺗﻠﻑ ﺍﻟﻛﺗﺏ ‪.‬‬
‫‪ -‬ﻭﺍھﻡ ﻣﻳﺯﺍﺕ ھﺫﻩ ﺍﻟﺗﻘﻧﻳﺔ ھﻲ ﺍﻻﻗﺗﺻﺎﺩ ﻓﻲ ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﺗﺧﺯﻳﻧﻳﺔ ﺣﻳﺙ ﻳﻣﻛﻥ ﺗﺧﺯﻳﻥ ﺍﻟﻛﺗﺏ ﻓﻲ ﺳﺑﻊ ﺍﻟﻣﺳﺎﺣﺔ‬
‫ﺍﻟﻣﻘﺩﺭﺓ ﺑﺎﻟﻁﺭﻕ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ ﻟﻠﺣﻔﻅ‬
‫‪ -‬ﻋﺩﺩ ﺍﻟﻛﺗﺏ ﺍﻟﻣﺧﺯﻧﺔ = ‪%15‬‬
‫‪= 600000 * 15. = -‬‬
‫‪ 90000‬ﻣﺗﺭ ﻣﺭﺑﻊ‬
‫‪ -‬ﺍﻟﺳ ﻌﺔ ﺍﻟﺗﺧﺯﻳﻧﻳ ﺔ ﻟﺻ ﻑ ﻣ ﻥ ‪4‬‬
‫ﺧﺯﺍﺋﻥ ﻣﺗﻘﺎﺑﻠﺔ = ‪1680‬ﻯ‬
‫ﻛﺗﺎﺏ‬
‫‪ -‬ﺍﻟﻣﺳ ﺎﺣﺔ ﺍﻟﻛﻠﻳ ﺔ ﻝ ‪ 8‬ﻣﺧ ﺎﺯﻥ‬
‫ﻣﺗﻘﺎﺑﻠﺔ = ‪4‬ﻡ * ‪5.‬ﻡ = ‪2‬ﻣﺗﺭ‬
‫ﻣ ﺭﺑ ﻊ‬
‫‪)1680/90000 -‬ﻣﺳﺎﺣﺔ ﺃﺭﺑﻌﺔ‬
‫ﻣﺧﺎﺯﻥ ﻣﺗﻘﺎﺑﻠﺔ(‬
‫‪53 = -‬ﻣﺗﺭ ﻣﺭﺑﻊ‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﻛﻠﯾ ﺔ ﻝ‪90000‬‬
‫ﻣﺟﻠﺩ ﻟﺗﺧﺯﯾﻧﻬﺎ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪26‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺩﻭﺭﺍﺕ ﺍﻟﻣﯾﺎﻩ ‪-:‬‬
‫‪ -‬ﺍﻟﺣﺩ ﺍﻷﺩﻧﻰ ﻟﻣﺳﺎﺣﺔ ﺍﻟﺩﻭﺭﺓ ﻻ ﺗﻘﻝ ﻋﻥ ‪ 1.20‬ﻣﺗﺭ ﻣﺭﺑﻊ‬
‫‪ -‬ﺩﻭﺭﺍﺕ ﺍﻟﻣﯾﺎﻩ ﻟﺫﻭﻱ ﺍﻹﺣﺗﯾﺎﺟﺎﺕ ﺍﻟﺧﺎﺻﺔ ‪-:‬‬
‫‪ -‬ﺍﻟﺣﺩ ﺍﻷﺩﻧﻰ ﻟﻣﺳﺎﺣﺔ ﺍﻟﺩﻭﺭﺓ ‪ 2.20‬ﻣﺗﺭ ﻣﺭﺑﻊ‬
‫‪ -‬ﻳﻔﺿﻝ‬
‫ﺃﻥ‬
‫ﻳﻛﻭﻥ‬
‫ﺍﻟﺗﻭﺟ‬
‫ﻳﻪ‬
‫ﻟﻠﺟﻧﻭ‬
‫ﺏ‪.‬‬

‫‪ x‬ﻣﻭﺍﻗ‬
‫ﻑ‬
‫ﺍﻟﺳﯾﺎﺭ‬
‫ﺍﺕ ‪-:‬‬
‫‪ -‬ﺍﻟﺣﺩ‬
‫ﺍﻷﺩﻧﻰ ﻟﻸﺑﻌ ﺎﺩ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﻭﻗ ﻭﻑ ﺃﻱ ﻧﻭﻉ ﻣﻥ‬
‫ﺳﻳﺎﺭﺍﺕ ﺍﻟﺭﻛﺎﺏ ﺍﻟﻌﺎﺩﻳﺔ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻭﻗﻭﻑ ﺍﻟﻌﺎﺩﻱ‬
‫ﺍﻟﻁﻭﻟﻲ = ‪5‬ﻡ ﻁﻭﻝ ﻭ ‪ 3‬ﻡ ﻋﺭﺽ ﺃﻣ ﺎ ﻓ ﻲ‬
‫ﺟﺎﻟﺔ ﺍﻟﻭﻗﻭﻑ ﺍﻟﻣﺗﻭﺍﺯﻱ ﻳﻛﻭﻥ ‪ 5‬ﻡ ﻁﻭﻝ ﻭ‬
‫‪ 2.50‬ﻡ ﻋﺭﺽ ‪.‬‬
‫‪ -‬ﻣ ﺩﺍﺧﻝ ﻭﻣﺧ ﺎﺭﺝ ﻣﻭﺍﻗﻑ ﺍﻟﺳ ﻳﺎﺭﺍﺕ ﻳﺟ ﺏ ﺃﻥ‬
‫ﺗﻛﻭﻥ ﺑﻌﻳﺩﺓ ﻋﻥ ﺗﻘﺎﻁﻌﺎﺕ ﺍﻟﺷﻭﺍﺭﻉ ﺣﺗﻰ ﻻ ﺗﺅﺛﺭ‬
‫ﻋﻠﻰ ﺣﺭﻛﺔ ﺍﻟﻣﺭﻭﺭ‪.‬‬
‫‪ -‬ﻳﺟ ﺏ ﺃﻥ ﺗ ﺅﻣﻥ ﺍﻟﻣﺳ ﺎﺣﺔ ﺍﻟﻣﺧﺻﺻ ﺔ ﻟﻠﺳ ﻳﺎﺭﺓ‬
‫ﺍﻟﻭﺍﺣﺩﺓ ﺣﻳﺙ ﺗﺿﻣﻥ ﺳﻬﻭﻟﺔ ﺣﺭﻛﺔ ﺍﻟﺳﻳﺎﺭﺓ ﻋﻧﺩ ﺩﺧﻭﻟﻬﺎ ﻭﺧﺭﻭﺟﻬﺎ ﻣﻧﻪ ‪.‬‬

‫‪ x‬ﺻﺎﻻﺕ ﺍﻟﻌﺭﺽ ‪:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪27‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ -‬ﺗﺳﻊ ﺍﻟﺻﺎﻟﺔ ﺣﻭﺍﻟﻲ ‪ 300‬ﺷﺧﺹ ﺣﺳﺏ‬
‫ﺍﻹﺣﺻﺎﺋﻳﺎﺕ ﻣﻥ ﺍﻟﻣﻭﺍﻗﻊ ﺍﻟﻣﺷﺎﺑﻬﺔ ﻭﺗﺑﻠﻎ ﻣﺳﺎﺣﺔ‬
‫ﺍﻟﻔﺭﺩ ‪ 1.20‬ﻣﺗﺭ ﻣﺭﺑﻊ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪28‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .3‬ﺟﺪوﻝ ﺍﻟﻤﺴﺎﺣﺎﺕ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪29‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪30‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ .4‬ﺍﻟﻤﺨﻄﻂ ﺍﻟﮭﺮﻣﻲ ‪-:‬‬
‫‪ x‬ﺍﻟﻣﺧﻁﻁ ﺍﻟﻬﺭﻣﻲ ﺍﻟﻌﺎﻡ ‪-:‬‬

‫‪ x‬ﺍﻟﻣﺧﻁﻁ ﺍﻟﻬﺭﻣﻲ ﺍﻟﺗﻔﺻﯾﻠﻲ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪31‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .5‬ﻣﺨﻄﻄﺎﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻮﻅﯿﻔﯿﺔ ‪-:‬‬
‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ﺍﻟﻌﺎﻡ ‪-:‬‬

‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ﻟﻠﻧﺷﺎﻁﺎﺕ ﺍﻟﺛﻘﺎﻓﯾﺔ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪32‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ﻟﻠﻧﺷﺎﻁﺎﺕ ﺍﻹﺟﺗﻣﺎﻋﯾﺔ ﺍﻟﺗﺭﻓﯾﻬﯾﺔ ‪-:‬‬

‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ﻟﻧﺷﺎﻁ ﺧﺩﻣﺎﺕ ﺍﻟﻣﻛﺗﺑﺔ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪33‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ﻟﻧﺷﺎﻁﺎﺕ ﺍﻹﺩﺍﺭﺓ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪34‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﯾﻔﯾﺔ ﻟﻠﻧﺷﺎﻁﺎﺕ ﺍﻟﺧﺩﻣﯾﺔ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪35‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .6‬ﻣﺨﻄﻄﺎﺕ ﺍﻟﺤﺮﻛﺔ ‪-:‬‬
‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﺣﺭﻛﺔ ﻟﻠﻔﺭﺍﻏﺎﺕ ﺍﻟﺛﻘﺎﻓﯾﺔ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪36‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﺣﺭﻛﺔ ﻟﻔﺭﺍﻏﺎﺕ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻹﻁﻼﻉ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪37‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﻣﺧﻁﻁ ﺍﻟﺣﺭﻛﺔ ﺍﻟﻌﺎﻡ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪38‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (2-3‬ﺩﺭﺍﺳﺔ ﺍﻟﻤﻮﻗﻊ ‪-:‬‬
‫‪ .1‬ﺍﺧﺘﯿـــﺎﺭ ﺍﻟﻤﻮﻗﻊ ‪-:‬‬
‫‪ x‬ﺍﻟﻣﻭﻗﻊ ‪-: 1‬‬
‫‪ -‬ﺍﻟﻣﻭﻗﻊ ‪ :‬ﻣﺩﻳﻧﺔ ﺷﻧﺩﻱ ﺣﻲ ﺍﻟﺯھﻭﺭ ‪.‬‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ‪ 1.6700 :‬ھﻛﺗﺎﺭ ‪.‬‬
‫‪ -‬ﺍﻟﻭﺻﻭﻟﯾﺔ ‪ :‬ﻳﺗﻡ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻪ ﻣﻥ ﺟﻣﻳﻊ ﺃﻧﺣﺎء‬
‫ﺍﻟﻣﺩﻳﻧﺔ ﻋﺑﺭ ﻣﻭﺍﺻﻼﺕ ﺳﻭﻕ ﺷﻧﺩﻱ ‪.‬‬

‫‪ x‬ﺍﻟﻣﻭﻗﻊ ‪-: 2‬‬

‫‪ -‬ﺍﻟﻣﻭﻗﻊ ‪ :‬ﻣﺩﻳﻧﺔ ﺷﻧﺩﻱ ﻣﻧﻁﻘﺔ ﺳﻛﻧﻳﺔ ﻣﺭﺑﻊ ‪. 11‬‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ‪ 0.8200 :‬ھﻛﺗﺎﺭ‪.‬‬
‫‪ -‬ﺍﻟﻭﺻﻭﻟﯾﺔ ‪ :‬ﻣﻭﺍﺻﻼﺕ ﻣﺭﺑﻊ ‪11‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪39‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻣﻔﺎﺿﻠﺔ ﺑﯾﻥ ﺍﻟﻣﻭﺍﻗﻊ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪40‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .2‬ﺃھﻤﯿﺔ ﺍﻟﻤﻮﻗﻊ ‪-:‬‬
‫‪ -‬ﻳﻘﻊ ﻓﻲ ﻭﻻﻳﺔ ﻧﻬﺭ ﺍﻟﻧﻳﻝ ﻣﺩﻳﻧﺔ ﺷﻧﺩﻱ ﻋﻠﻰ ﺍﻟﺿﻔﺔ ﺍﻟﺟﻧﻭﺑﻳﺔ ﺍﻟﺷﺭﻗﻳﺔ ﻟﻧﻬﺭ ﺍﻟﻧﻳﻝ ‪.‬‬
‫‪ -‬ﺗﺣﺩﻩ ﻣﻥ ﺍﻟﺷﻣﺎﻝ ﺍﻟﺷﺭﻗﻲ ﻣﺟﺎﻭﺭﺓ ﺯﺭﺍﻋﻳﺔ ‪,‬ﻣﻥ ﺍﻟﺷﻣﺎﻝ ﺍﻟﻐﺭﺑﻲ ﻧﻬﺭ ﺍﻟﻧﻳﻝ ‪,‬‬
‫‪ -‬ﻣﻥ ﺍﻟﺟﻧﻭﺏ ﺍﻟﻐﺭﺑﻲ ﺷﺎﺭﻉ ﻓﺭﻋﻲ ﺑﻌﺭﺽ ‪20‬ﻣﺗﺭ‪ ,‬ﻭﻣﻥ ﺍﻟﺟﻧﻭﺏ ﺍﻟﺷﺭﻗﻲ ﻣﺟﺎﻭﺭﺓ ﺳﻛﻧﻳﺔ ‪.‬‬

‫‪ .3‬ﺍﻟﺨﺪﻣﺎﺕ ‪-:‬‬
‫‪ -‬ﻳﺩﺧﻝ ﺧﻁ ﺍﻟﻛﻬﺭﺑﺎء ﻣﻥ ﺍﻟﺟﻬﺔ ﺍﻟﺟﻧﻭﺑﻳﺔ ﺍﻟﻐﺭﺑﻳﺔ ﻟﻠﻣﻭﻗﻊ ‪.‬‬
‫‪ -‬ﻳﺩﺧﻝ ﺧﻁ ﺍﻟﻣﻳﺎﻩ ﻣﻥ ﺍﻟﺟﻬﺔ ﺍﻟﺟﻧﻭﺑﻳﺔ ﺍﻟﻐﺭﺑﻳﺔ ﻟﻠﻣﻭﻗﻊ ‪.‬‬
‫‪ -‬ﺻﺭﻑ ﺻﺣﻲ ‪ :‬ﻻﻳﻭﺟﺩ ‪.‬‬

‫‪ .4‬ﺍﻟﻤﻮﻗﻊ ﺍﻟﺠﻐﺮﺍﻓﻲ ‪-:‬‬

‫‪ -‬ﺍﻟﻣﻭﻗﻊ ‪ :‬ﻣﺩﻳﻧﺔ ﺷﻧﺩﻱ ﺣﻲ ﺍﻟﺯھﻭﺭ‬
‫‪ -‬ﺍﻟﻣﺳﺎﺣﺔ ‪ 1.6700 :‬ھﻛﺗﺎﺭ ‪.‬‬
‫‪ -‬ﺍﻟﻭﺻﻭﻟﻳﺔ ‪ :‬ﻳﺗﻡ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻪ ﻣﻥ ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻣﺩﻳﻧﺔ ﻋﺑﺭ ﻣﻭﺍﺻﻼﺕ ﺳﻭﻕ ﺷﻧﺩﻱ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪41‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .5‬ﺍﻟﻤﺠﺎوﺭﺍﺕ ‪-:‬‬

‫‪ . 6‬ﺍ ﻟ ﺘ ﺮﺑ ﺔ ‪- :‬‬
‫‪ -‬ﻳﻘﻊ ﺍﻟﻣﻭﻗﻊ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺍﻟﻧﻳﻝ ﺣﻳﺙ ﺍﻟﺗﺭﺑﺔ ﺍﻟﻁﻳﻧﻳﺔ ﻭﺗﻧﺣﺩﺭ‬
‫ﺑﺈﺗﺟ‪#‬ﺎﻩ ﺍﻟﻧﻳ‪#‬ﻝ ﻣﻣ‪#‬ﺎ ﻳﺳ‪#‬ﻬﻝ ﺍﻟﺻ‪#‬ﺭﻑ ﺍﻟﺳ‪#‬ﻁﺣﻲ ‪ ,‬ﻛﻣ‪#‬ﺎ ﻳﺟ‪#‬ﺏ‬
‫ﺇﺳﺗﺧﺩﺍﻡ ﺃﺳﺎﺳﺎﺕ ﻋﻣﻳﻘﺔ ‪.‬‬

‫‪ .7‬ﺍﻟﺘﺤﻠﯿﻞ ﺍﻟﺒﯿﺌﻲ ﻟﻠﻤﻮﻗﻊ ‪-:‬‬

‫‪ x‬ﺩﺭﺟﺔ ﺍﻟﺣﺭﺍﺭﺓ ‪-:‬‬
‫‪ -‬ﻳﻌﺗﺑﺭ ﻣﻧﺎﺥ ﻣﺩﻳﻧ‪#‬ﺔ ﺷ‪#‬ﻧﺩﻱ ﺻ‪#‬ﺣﺭﺍﻭﻳﺎ ﺟﺎﻓ‪#‬ﺎ ﺣﻳ‪#‬ﺙ‬
‫ﺗﺻﻝ ﺩﺭﺟ‪#‬ﺔ ﺍﻟﺣ‪#‬ﺭﺍﺭﺓ ﻓ‪#‬ﻲ ﺷ‪#‬ﻬﺭﻱ ﻣ‪#‬ﺎﻳﻭ ﻭﻳﻭﻧﻳ‪#‬ﻭ‬
‫ﺃﻭﺟﻬ ‪#‬ﺎ ﻭﻳﺑﻠ ‪#‬ﻎ ﺃﻋﻠ ‪#‬ﻰ ﻣﻌ ‪#‬ﺩﻝ ﻟﻠﺣ ‪#‬ﺭﺍﺭﺓ ﻓ ‪#‬ﻲ ﺷ ‪#‬ﻬﺭ‬
‫ﻳﻭﻧﻳﻭ ﺣﻭﺍﻟﻲ ‪ 35‬ﺩﺭﺟﺔ ﻣﺋﻭﻳ‪#‬ﺔ ‪ ,‬ﺑﻳﻧﻣ‪#‬ﺎ ﺗ‪#‬ﻧﺧﻔﺽ‬
‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﺍﺭﺓ ﻓﻲ ﻧﻭﻓﻣﺑﺭ ﻭﺣﺗ‪#‬ﻰ ﻣ‪#‬ﺎﺭﺱ ﻭﻳﺑﻠ‪#‬ﻎ‬
‫ﺃﻋﻠ ‪#‬ﻰ ﻣﻌ ‪#‬ﺩﻝ ﻟﻬ ‪#‬ﺎ ﺣ ‪#‬ﻭﺍﻟﻲ ‪ 22‬ﺩﺭﺟ ‪#‬ﺔ ﻣﺋﻭﻳ ‪#‬ﺔ ﻓ ‪#‬ﻲ‬
‫ﺷﻬﺭ ﻳﻧﺎﻳﺭ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪42‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻷﻣﻁﺎﺭ ‪-:‬‬
‫‪ -‬ﻳﺑﻠ ‪#‬ﻎ ﺃﻋﻠ ‪#‬ﻰ ﻣﻌ ‪#‬ﺩﻝ ﻟﻸﻣﻁ ‪#‬ﺎﺭ ﺣ ‪#‬ﻭﺍﻟﻲ ‪ 54‬ﻣﻠﻳﻣﺗ ‪#‬ﺭﺍ‬
‫ﻓﻲ ﺷﻬﺭ ﺃﻏﺳﻁﺱ ﻭﻳﺑﻠﻎ ﺍﻟﻣﻌﺩﻝ ﺍﻟﺳ‪#‬ﻧﻭﻱ ﺣ‪#‬ﻭﺍﻟﻲ‬
‫‪ 100‬ﻣﻠﻳﻣﺗﺭ‬

‫‪ x‬ﺍﻟﺭﻁﻭﺑﺔ ‪-:‬‬
‫‪ -‬ﺃﻋﻠﻰ ﻧﺳﺑﺔ ﺭﻁﻭﺑﺔ ﻓﻲ ﺷﻬﺭ ﺃﻏﺳﻁﺱ ﻭﺗﺑﻠﻎ ‪%39‬‬
‫‪ -‬ﺃﻗﻝ ﻧﺳﺑﺔ ﺭﻁﻭﺑﺔ ﻓﻲ ﺷﻬﺭ ﺃﺑﺭﻳﻝ ﻭﺗﺑﻠﻎ ‪%17‬‬
‫‪ x‬ﺍﻟﺭﯾﺎﺡ ‪-:‬‬
‫‪ -‬ﺗﻭﺍﺟ ‪#‬ﻪ ﺍﻟﻣﺩﻳﻧ ‪#‬ﺔ ﺭﻳﺎﺣ ‪#‬ﺎ ﺷ ‪#‬ﻣﺎﻟﻳﺔ ﺇﻟ ‪#‬ﻰ ﺷ ‪#‬ﻣﺎﻟﻳﺔ ﺷ‪##‬ﺭﻗﻳﺔ‬
‫ﻣﺣﻣﻠﺔ ﺑﺎﻟﻐﺑﺎﺭ ﻭﺍﻷﺗﺭﺑﺔ‪.‬‬

‫‪ x‬ﻁﺑﻭﻏﺭﺍﻓﯾﺔ ﺍﻟﻣﻧﻁﻘﺔ ‪-:‬‬

‫‪ -‬ﺗﻘﻊ ﻣﺩﻳﻧﺔ ﺷﻧﺩﻱ ﻓﻲ ﻣﻧﻁﻘﺔ ﺍﻟﺳﺎﺣﻝ ﺍﻟﻣﻣﺗﺩ ﻣﻥ ﺍﻟﻣﻧﻁﻘﺔ ﺍﻟﺷﺭﻗﻳﺔ ﻟﺩﻭﻟ‪#‬ﺔ ﺍﻟﺳ‪#‬ﻭﺩﺍﻥ ﻭﺣﺗ‪#‬ﻰ ﺍﻟﻣﻧﻁﻘ‪#‬ﺔ ﺍﻟﺟﻧﻭﺑﻳ‪#‬ﺔ‬
‫ﻏﺭﺏ ﺍﻟﺻﺣﺭﺍء ﺍﻟﻛﺑﺭﻯ ‪ ,‬ﻛﻣﺎ ﺗﻘﻊ ﻓﻲ ﺣﻭﺽ ﺷﻧﺩﻱ ﺍﻟﻣﻣﺗﺩ ﻣﻥ ﺍﻟﻧﻳﻠﻳﻥ ﺍﻷﺑ‪#‬ﻳﺽ ﻭﺍﻷﺯﺭﻕ ﺍﻟﻣﻭﺟ‪#‬ﻭﺩ ﻓ‪#‬ﻲ‬
‫ﺍﻟﻌﺎﺻﻣﺔ ﻭﺣﺗﻰ ﻣﺻﺏ ﻧﻬﺭ ﻋﻁﺑﺭﺓ ‪.‬‬

‫‪ .8‬ﺍﻟﻮﺻﻮﻟﯿﺔ ‪-:‬‬
‫‪ -‬ﻣﻥ ﺟﻣﻳﻊ ﺍﻷﺣﻳﺎء ﺍﻟﺳﻛﻧﻳﺔ ﻋﺑﺭ ﻣﻭﺍﺻﻼﺕ ﺳﻭﻕ ﺷﻧﺩﻱ ﻭﻣﻭﺍﺻﻼﺕ ﺟﺎﻣﻌﺔ ﺷﻧﺩﻱ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪43‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪44‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ .9‬ﺍﻟﺘﺄﺛﯿﺮ ﻋﻠﻰ ﺍﻟﻤﻮﻗﻊ ‪-:‬‬
‫‪ -‬ﻳﺟ ‪##‬ﺏ ﻭﺿ ‪##‬ﻊ ﺗ ‪##‬ﺄﺛﻳﺭ ﺍﻟﻣﺟ ‪##‬ﺎﻭﺭﺍﺕ ﻋﻠ ‪##‬ﻰ ﺍﻟﻣﻭﻗ ‪##‬ﻊ‬
‫ﻭﺗ‪##‬ﺄﺛﻳﺭ ﺍﻟﻣﻭﻗ‪##‬ﻊ ﻋﻠ‪##‬ﻰ ﺍﻟﻣﺟ‪##‬ﺎﻭﺭﺍﺕ ﻓ‪##‬ﻲ ﺍﻹﻋﺗﺑ‪##‬ﺎﺭ‬
‫ﺑﺣﻳﺙ ﻳﺅﺛﺭ ﺫﻟﻙ ﻋﻠﻰ ﺍﻟﺗﻧﻁﻳﻖ ﻭﺫﻟﻙ ﻋ‪#‬ﻥ ﻁﺭﻳ‪#‬ﻖ‬
‫ﺇﺳﺗﻧﺗﺎﺝ ﺍﻟﻣﺅﺷﺭﺍﺕ ﻭﺍﻟﻣﻭﺟﻬﺎﺕ ‪.‬‬

‫‪.10‬ﺍﻟﻤﺆﺷﺮﺍﺕ وﺍﻟﻤﻮﺟﮭﺎﺕ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪45‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (3-3‬ﺍﻟﺘﻨﻄﯿﻖ ‪-:‬‬
‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻻﺭﺿﻲ ‪-:‬‬

‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺗﺣﺕ ﺍﻷﺭﺿﻲ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪46‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻟﺛﺎﻧﻲ ‪- :‬‬

‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻷﻭﻝ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪47‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻟﺭﺍﺑﻊ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪48‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ x‬ﺍﻟﻁﺎﺑﻖ ﺍﻟﺛﺎﻟﺙ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪49‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﻓﻠﺴﻔﺔ ﺍﻟﺘﺼﻤﯿﻢ‬

‫)‪ (1-4‬ﺍﻟﻔﻜﺮﺓ ﺍﻟﺘﺼﻤﯿﻤﯿﺔ ‪-:‬‬

‫‪ -‬ﺗﺭﺗﻛﺯ ﺍﻟﻔﻛﺭﺓ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻔﻠﺳﻔﺔ ﺍﻟﺗﺻﻣﻳﻡ ﻋﻠﻰ ﺗﻭﻓﻳﺭ ﺑﻳﺋﺔ ﻣﻧﺎﺳﺑﺔ ﻟﺭﻭﺍﺩ ﺍﻟﻧﺎﺩﻱ ﻟﻣﻣﺎﺭﺳ‪#‬ﺔ ﻣﺧﺗﻠ‪#‬ﻑ ﺍﻷﻧﺷ‪#‬ﻁﺔ‬
‫ﺍﻟﺛﻘﺎﻓﻳﺔ ﺃﻭ ﺍﻹﺟﺗﻣﺎﻋﻳﺔ ﺃﻭ ﺍﻟﺗﺭﻓﻳﻬﻳﺔ ﺍﻟﻣﻭﺟﻭﺩﺓ ﺑﻪ ‪ ,‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺇﻧﺷﺎء ﺻﺭﺡ ﻣﻌﻣ‪#‬ﺎﺭﻱ ﻣﻣﻳ‪#‬ﺯ ﻭﻋﺻ‪#‬ﺭﻱ‬
‫ﻓﻲ ﺍﻟﻣﺩﻳﻧﺔ ﻳﻌﻁﻲ ﺇﻧﻁﺑﺎﻉ ﻗﻭﻱ ﻳﺭﺳﺦ ﻓﻲ ﺫﺍﻛﺭﺓ ﺍﻟﺯﺍﺋﺭ ‪.‬‬
‫‪ -‬ﻋﻠﻳﻪ ﻓﻘﺩ ﺗﻡ ﺗﺻﻣﻳﻡ ﺍﻟﻔﻛﺭﺓ ﺍﻟﻣﺑﺩﺋﻳﺔ ﺑﻧﺎء ﻋﻠﻰ ﻣﻳﻼﻥ ﺍﻟﻣﻭﻗﻊ ﺑﺎﻟﻧﺳﺑﺔ ﻟﺳﻬﻡ ﺍﻟﺷﻣﺎﻝ ﻭﺍﻟﺫﻱ ﻳﻣﻳﻝ ﺑﻣﻘﺩﺍﺭ ‪ْ 45‬‬
‫ﺣﻳ‪#‬ﺙ ﺗﺗﻣﻳ ‪#‬ﺯ ﺍﻟﺯﺍﻭﻳ‪#‬ﺔ ‪ ْ 45‬ﺑﺎﻟﻭﺿ ‪#‬ﻭﺡ ﻭﺇﻋﻁ‪#‬ﺎء ﻭﺍﺟﻬ ‪#‬ﺎﺕ ﻣﻧﻅﻭﺭﻳ‪#‬ﺔ ﻣﻣﻳ ‪#‬ﺯﺓ ﺗﺟ‪#‬ﺫﺏ ﺇﻧﺗﺑ ‪#‬ﺎﻩ ﺍﻟ‪#‬ﺯﻭﺍﺭ ﻭﺟﻣﻳ ‪#‬ﻊ‬
‫ﺍﻟﻣﺎﺭﻳﻥ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﺍﻟﻣﺑﻧﻰ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪50‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (2-4‬ﺍﻟﺘﺼﻤﯿﻢ ﺍﻟﻤﺒﺪﺋﻲ ‪-:‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪51‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪52‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪53‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪54‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪55‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫• ﺍﻟﺑﻬﻭ ﺍﻟﺭﺋﻳﺳﻲ ﺻﻐﻳﺭ ﻭﻏﻳﺭ ﻣﻣﻳﺯ ‪.‬‬
‫• ﺍﻟﺑﻬﻭ ﻟﻠﺻﺎﻟﺔ ﻭﺍﻟﻣﺳﺭﺡ ﺿﻐﻳﺭ ﻭﻏﻳﺭ ﻛﺎﻓﻲ ‪.‬‬
‫• ﺩﺭﺍﺳﺔ ﻭﺗﻌﺩﻳﻝ ﻋﻧﺎﺻﺭ ﺍﻟﺣﺭﻛﺔ ﺍﻟﺭﺃﺳﻳﺔ ‪.‬‬
‫ﻣﻼﺣﻅﺎﺕ‬
‫• ﺩﺭﺍﺳﺔ ﺍﻟﻣﺳﺎﺣﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻭﺗﻭﻅﻳﻔﻬﺎ ‪.‬‬ ‫ﺍﻟﻔﻛﺭﺓ‬
‫• ﻣﺭﺍﺟﻌﺔ ﻣﻭﻗﻊ ﺍﻹﺩﺍﺭﺓ ﻭﺗﻌﺩﻳﻠﻬﺎ ‪.‬‬
‫• ﻣﺭﺍﺟﻌﺔ ﺍﻟﺗﺷﻛﻳﻝ ﺍﻟﻛﺗﻠﻲ ‪.‬‬ ‫ﺍﻟﻣﺑﺩﺋﯾﺔ‬
‫• ﺿﻌﻑ ﺗﺷﻛﻳﻝ ﺍﻟﻭﺍﺟﻬﺎﺕ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪56‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫)‪ (3-4‬ﺍﻟﺘﺼﻤﯿﻢ ﺍﻟﻤﺘﻄﻮﺭ ‪-:‬‬

‫• ﺍﻹھﺗﻣﺎﻡ ﺑﺎﻟﺑﻬﻭ ﺍﻟﺭﺋﻳﺳﻲ ﻭﻣﺳﺎﺣﺗﻪ ‪.‬‬

‫• ﺗﻭﻓﻳﺭ ﻣﺳﺎﺣﺔ ﻛﺎﻓﻳﺔ ﻹﺳﺗﻳﻌﺎﺏ ﺯﻭﺍﺭ ﺍﻟﺻﺎﻟﺔ ﻭﺍﻟﻣﺳﺭﺡ‬
‫ﻓﻲ ﺍﻟﺑﻬﻭ ﺍﻟﺧﺎﺹ ﺑﻬﻡ ‪.‬‬
‫• ﻣﺭﺍﻋﺎﺓ ﻭﺿﻭﺡ ﻋﻧﺎﺻﺭ ﺍﻟﺣﺭﻛﺔ ﺍﻟﺭﺃﺳﻳﺔ ‪.‬‬
‫• ﺗﻭﻅﻳﻑ ﺍﻟﻣﺳﺎﺣﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ﺑﺎﻟﻧﺷﺎﻁﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ‪.‬‬ ‫ﺍﻟﻣﻌﺎﻟﺟﺎﺕ‬
‫• ﺗﺻﻣﻳﻡ ﺍﻹﺩﺍﺭﺓ ﻓﻲ ﺍﻟﻁﺎﺑﻖ ﺍﻷﻭﻝ ﺑﺣﻳﺙ ﺗﺗﺣﻘﻖ‬
‫ﺍﻹﺳﺗﻔﺎﺩﺓ ﺍﻟﻘﺻﻭﻯ ﻣﻥ ﺍﻟﻣﺳﺎﺣﺔ ﺍﻷﺭﺿﻳﺔ ﻟﻠﻣﻭﻗﻊ ‪.‬‬
‫• ﻣﺭﺍﺟﻌﺔ ﻭﺗﻁﻭﻳﺭ ﺍﻟﺗﺷﻛﻳﻝ ﺍﻟﻛﺗﻠﻲ ﻭﺍﻟﻭﺍﺟﻬﺎﺕ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪57‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪58‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪59‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪60‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪61‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺨﺎﻣﺲ ‪ :‬ﺍﻟﺤﻠـــــﻮﻝ ﺍﻟﺘﻘﻨﯿﺔ‬
‫)‪ (1-5‬ﺍﻟﻨﻈﺎﻡ ﺍﻹﻧﺸﺎﺋﻲ ‪-:‬‬
‫‪ .1‬ﺍﻻﺳﺎﺳﺎﺕ ‪-:‬‬
‫‪ -‬ﺍﻟﻧﻅﺎﻡ ﺍﻟﻣﺧﺗﺎﺭ ﻓﻲ ﻧﻘﻝ ﺍﻷﺣﻣﺎﻝ ﺇﻟﻰ ﺍﻟﻁﺑﻘﺔ ﺍﻟﺻﺎﻟﺣﺔ ﻟﻠﺗﺄﺳﻳﺱ ھﻭ ﻧﻅﺎﻡ ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻣﻧﻔﺻﻠﺔ ﻭﻧﺳﺑﺔ ﻟﻧﻭﻉ‬
‫ﺍﻟﺗﺭﺑﺔ ﻓﻲ ﺍﻟﻣﻧﻁﻘﺔ ﻓﻘﺩ ﺗﻡ ﺇﺧﺗﻳﺎﺭ ﺍﻷﺳﺎﺳﺎﺕ ﺍﻟﺧﺎﺯﻭﻗﻳﺔ ﻣﻥ ﺍﻟﻧﻭﻉ )‪ (pile caps‬ﻭﺫﻟﻙ ﻟﻸﺳﺑﺎﺏ ﺍﻟﺗﺎﻟﻳﺔ ‪-:‬‬
‫‪ (1‬ﺍﻟﻘﺭﺏ ﻣﻥ ﺍﻟﻧﻳﻝ ‪.‬‬
‫‪ (2‬ﺑﻌﺩ ﺍﻟﺳﻁﺢ ﺍﻟﺻﺎﻟﺢ ﻟﻠﺗﺄﺳﻳﺱ ‪.‬‬
‫‪ (3‬ﺍﻷﺣﻣﺎﻝ ﺍﻟﻌﺎﻟﻳﺔ ﻟﻠﻣﺑﻧﻰ ‪.‬‬

‫‪ .2‬ﺍﻷﻋﻤﺪﺓ ‪-:‬‬
‫‪ -‬ﻭھﻲ ﻋﻧﺎﺻﺭ ﻧﻘﻝ ﺍﻷﺣﻣﺎﻝ ﺇﻟﻰ ﺍﻷﺳﺎﺳﺎﺕ ﻭﺍﻟﻣﺛﺑﺕ ﺍﻟﺭﺋﻳﺳﻲ ﻟﻠﻣﺑﻧﻰ ﻭﺍﻟﻣﻘﺎﻭﻡ ﺍﻟﺭﺋﻳﺳﻲ ﻟﻠﺭﻳﺎﺡ ‪.‬‬
‫‪ -‬ﺗﻡ ﺇﺳﺗﺧﺩﺍﻡ ﺍﻷﻋﻣﺩﺓ ﺍﻟﻔﻭﻻﺫﻳﺔ ﻣﻥ ﺍﻟﻧﻭﻉ )‪. (I section Universal Column‬‬
‫‪ -‬ﻭﻳﺧﺗﻠﻑ ﺣﺟﻣﻬﺎ ﺑﺈﺧﺗﻼﻑ ﻣﻭﻗﻊ ﺍﻟﻌﻣﻭﺩ ﻭﺍﻷﺣﻣﺎﻝ ﺍﻟﻭﺍﻗﻌﺔ ﻋﻠﻳﻪ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪62‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .3‬ﺍﻷﺳﻘﻒ ‪-:‬‬
‫ﺗﻡ ﺇﺳﺗﺧﺩﺍﻡ ﻧﻭﻋﻳﻥ ﻣﻥ ﺍﻷﻧﻅﻣﺔ ﺍﻹﻧﺷﺎﺋﻳﺔ ‪-:‬‬
‫‪ x‬ﻧﻅﺎﻡ ‪-: Space Truss‬‬
‫ﻳﺗﻛ ‪#‬ﻭﻥ ﻣ ‪#‬ﻥ ﺃﺑﻳ ‪#‬ﺎﻡ ﺛﻼﺛﻳ ‪#‬ﺔ ﺍﻷﺑﻌ ‪#‬ﺎﺩ ﺣﻳ ‪#‬ﺙ ﻳ ‪#‬ﺗﻡ‬
‫ﺗﺣﻠﻳﻝ ﺍﻷﺣﻣﺎﻝ ﻓ‪#‬ﻲ ﺇﺗﺟ‪#‬ﺎھﻲ ﺍﻟﺷ‪#‬ﺩ ﻭﺍﻟﺿ‪#‬ﻐﻁ‬
‫‪ .‬ﻭﺫﻟﻙ ﻟﻸﺳﺑﺎﺏ ﺍﻟﺗﺎﻟﻳﺔ ‪-:‬‬
‫‪ (1‬ﻳﻐﻁﻲ ﺑﺣﻭﺭ ﻛﺑﻳﺭﺓ ‪.‬‬
‫‪ (2‬ﻳﻣﻛﻥ ﺇﺳﺗﺧﺩﺍﻣﻪ ﻟﻁﻭﺍﺑﻖ ﻣﺗﻛﺭﺭﺓ ‪.‬‬
‫‪ (3‬ﻳﺗﻣﻳﺯ ﺑﺧﻔﺔ ﺍﻟﻭﺯﻥ ﻭﺍﻟﻣﺗﺎﻧﺔ ‪.‬‬
‫‪ (4‬ﻳﻭﻓﺭ ﺇﻣﻛﺎﻧﻳﺔ ﺗﻣﺩﻳﺩ ﺍﻟﺧﺩﻣﺎﺕ ﻣﻥ ﺧﻼﻟﻪ ‪.‬‬
‫‪ (5‬ﺷﺑﻛﺔ ﺍﻷﻋﻣﺩﺓ ﺗﻭﺯﻉ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ‪8‬ﻣﺗﺭ ‪ ,‬ﺍﻟﺑﺣﺭ ‪ 25-20‬ﻣﺗﺭ ‪.‬‬

‫‪ x‬ﻧﻅﺎﻡ ‪-: Space Frame‬‬

‫‪ -‬ﻳﺗﻛ ‪###‬ﻭﻥ ﻣ ‪###‬ﻥ ﻣﺛﻠﺛ ‪###‬ﺎﺕ ﻣﺗﺭﺍﺑﻁ ‪###‬ﺔ ﻣ ‪###‬ﻊ ﺑﻌﺿ ‪###‬ﻬﺎ ﺃﻭ‬
‫ﺍھﺭﺍﻣ ‪#‬ﺎﺕ ﻣﻭﺻ ‪#‬ﻠﺔ ﺑﻭﺻ ‪#‬ﻼﺕ ﺛﺎﺑﺗ ‪#‬ﺔ ﺗﻌﻁ ‪#‬ﻲ ﺍﻟﺷ ‪#‬ﻛﻝ‬
‫ﺍﻟﻧﻬﺎﺋﻲ ﺍﻟﻣﻁﻠﻭﺏ ‪ .‬ﻭﺫﻟﻙ ﻟﻸﺳﺑﺎﺏ ﺍﻟﺗﺎﻟﻳﺔ ‪-:‬‬
‫‪ (1‬ﻳﻐﻁﻲ ﺑﺣﻭﺭ ﻛﺑﻳﺭﺓ ‪.‬‬
‫‪ (2‬ﺍﻟﻬﻳﻛﻝ ﻣﺻﻣﻡ ﻋﻠﻰ ﻗﻭﻯ ﺍﻟﺷﺩ ﻭﺍﻟﺿﻐﻁ ‪.‬‬
‫‪ (3‬ﻳﺗﻣﻳﺯ ﺑﺧﻔﺔ ﺍﻟﻭﺯﻥ ﻭﺍﻟﻣﺗﺎﻧﺔ ‪.‬‬
‫‪ (4‬ﺍﻟﺳ‪##‬ﻘﻑ ﺍﻟﻧﻬ‪##‬ﺎﺋﻲ ﻭﺍﻟﻣ‪##‬ﺩﺍﺩﺍﺕ ﻭﺍﻟﺳ‪##‬ﻘﻑ ﺍﻟﻣﺳ‪##‬ﺗﻌﺎﺭ ﻻ‬
‫ﺗﺛﺑ‪#‬ﺕ ﻓ‪#‬ﻲ ﺍﻷﻋﺿ‪#‬ﺎء ﺑ‪#‬ﻝ ﻓ‪#‬ﻲ ﺍﻟﻭﺻ ‪#‬ﻠﺔ ھ‪#‬ﺫﻩ ﺍﻟﻭﺻ‪#‬ﻠﺔ‬
‫ﺗﻭﺯﻉ ﺍﻷﺣﻣﺎﻝ ﻭﺗﺗﺣﻣﻠﻬﺎ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪63‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .4‬ﺍﻟﻌﺰﻝ ﺍﻟﺤﺮﺍﺭﻯ ﻟﻠﻤﺒﻨﻰ ‪-:‬‬
‫‪ -‬ﺍﻥ ﻣﻥ ﺃھﻡ ﺍﻟﻣﻭﺟﻬﺎﺕ ﺍﻟﺗﻰ ﺗﻣﺕ ﻓﻰ ﺩﺭﺍﺳﺔ ﺍﻟﻣﻭﻗﻊ ھﻰ ﻋﻣﻠﻳ&ﺔ ﺍﻟﻌ&ﺯﻝ ﺍﻟﺣ&ﺭﺍﺭﻱ ﻟﻠﻣﺑﻧ&ﻰ‪ ،‬ﻭﺍﻟﻐ&ﺭﺽ ﻣﻧﻬ&ﺎ‬
‫ھ&ﻰ ﺧﻔ &ﺽ ﺩﺭﺟ &ﺔ ﺍﻟﺣ &ﺭﺍﺭﺓ ﺩﺍﺧ &ﻝ ﺍﻟﻣﺑﻧ &ﻰ‪ ،‬ﻭﺗ &ﻡ ﺍﺳ &ﺗﺧﺩﺍﻡ ﻋ &ﺎﺯﻝ ﺣ &ﺭﺍﺭﻯ ﻓ &ﻰ ﻛﺎﻓ &ﺔ ﺍﻟﺣ &ﻭﺍﺋﻁ ﺍﻟﺧﺎﺭﺟﻳ &ﺔ‬
‫ﻭﺑﻼﺧﺹ ﺍﻟﺣﻭﺍﺋﻁ ﻣﻥ ﺍﻟﻧﺎﺣﻳﺔ ﺍﻟﺷﺭﻗﻳﺔ ﻭﺍﻟﻐﺭﺑﻳﺔ‪ ،‬ﻟﻭﻗﺎﺋﻬﺎ ﻣﻥ ﺃﺷ&ﻌﺔ ﺍﻟﺷ&ﻣﺱ ﻭﺗﺧﻔﻳ&ﻑ ﺍﻟﺟﻬ&ﺩ ﻋﻠ&ﻰ ﻧﻅ&ﺎﻡ‬
‫ﺍﻟﺗﻛﻳﻳﻑ‪.‬‬
‫‪ -‬ﻳﻭﻓﺭ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺎﻗﺔ ﻻﻧﻪ ﻳﻘﻠﻝ ﻣﻥ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻻﺿﺎءﺓ ﺍﻟﺻﻧﺎﻋﻳﺔ ‪.‬‬
‫‪ -‬ﻳﻣﻧﻊ ﺩﺧﻭﻝ ﺍﻻﺷﻌﺔ ﻓﻭﻕ ﺍﻟﺑﻧﻔﺳﺟﻳﺔ ﺑﻧﺳﺑﺔ ‪. %.99‬‬
‫‪ -‬ﺍﻗﺗﺻﺎﺩﻯ ﻻﻧﻪ ﻳﻭﻓﺭ ﻓﻰ ﺗﻛﺎﻟﻳﻑ ﺃﺣﻣﺎﻝ ﺍﻟﺗﻛﻳﻳﻑ ﺍﻟﻣﻁﻠﻭﺑﺔ‪.‬‬
‫‪ -‬ﻭھﺫﺍ ﺍﻟﺯﺟﺎﺝ ﺍﻟﻌﺎﻛﺱ ﻟﻠﺣﺭﺍﺭﺓ ﻳﺣﺗﻭﻯ ﻋﻠﻰ ﻏﺷﺎء ﻣﻥ ﻣﺎﺩﺓ ﺗﻌﻛﺱ ﺍﻻﺷﻌﺔ ﻓﻭﻕ ﺍﻟﺑﻧﻔﺳ&ٌﺟﺔ ﻭﺍﻻﺷ&ﻌﺔ ﺗﺣ&ﺕ‬
‫ﺍﻟﺣﻣﺭﺍء ﻭﻳﺳﻣﺢ ﻟﻠﺿﻭء ﺍﻟﻁﺑﻳﻌﻰ ﺑﺎﻟﻧﻔﺎﺫ‪.‬‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪64‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ -‬ﻓﻛﺭﺓ ﻋﻣﻠﻪ ﺗﻌﺗﻣﺩ ﻋﻝ ﻣﺭﻭﺭ ﺃﻛﺑﺭ ﻗﺩﺭ ﻣﻥ ﺍﻻﺿﺎءﺓ ﺍﻟﻁﺑﺑﻳﻌﻳﺔ ﻭﺃﻗﻝ ﻗﺩﺭ ﻣﻥ ﺍﻟﺣﺭﺍﺭﺓ ‪.‬‬

‫‪ .5‬ﻋﺰﻝ ﺍﻟﺮﻁﻮﺑﺔ ‪-:‬‬

‫‪ -‬ﺍﻟﻐﺭﺽ ﻣﻥ ﻋﺯﻝ ﺍﻟﺭﻁﻭﺑﺔ ھﻭ ﻣﻧﻊ ﻣﺳﺎﺭﺍﺕ ﺍﻟﺭﻁﻭﺑﺔ ﺃﻭ ﺍﻟﻣﻳ&ﺎﻩ ﻣ&ﻥ ﻣﻧﻁﻘ&ﺔ ﻻﺧ&ﺭﻯ ﻭﺍﻟﻣ&ﺎﺩﺓ ﺍﻟﻣﺳ&ﺗﺧﺩﻣﺔ‬
‫ﻓﻰ ﻋﺯﻝ ﺍﻟﺭﻁﻭﺑﺔ ھﻰ ﻣﺎﺩﺓ ﺍﻟﺑﻳﺗﻭﻣﻳﻥ ﻭﻳﺻﻧﻊ ﻣﻥ ﻣﺎ ﺗﺑﻘﻰ ﻣﻥ ﺗﻘﻁﻳﺭﻣﻥ ﺯﻳﻭﺕ ﺍﻟﺑﺗﺭﻭﻝ ﺍﻟﺧﺎﻡ ‪.‬‬

‫)‪ (2-5‬ﺍﻟﻤﻌﺎﻟﺠﺎﺕ )ﺍﻟﺘﺸﻄﯿﺒﺎﺕ( ‪-:‬‬

‫‪ .1‬ﺗﻨﺴﯿﻖ ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﺨﻀﺮﺍء ‪-:‬‬
‫‪ -‬ﺗﻌﺗﺑﺭ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﺧﺿﺭﺍء ﺍﻟﻣﺗ&ﻧﻔﺱ ﺍﻟﺑﻳﺋ&ﻲ ﻟﻠﻣﺷ&ﺭﻭﻉ ﻭﺗ&ﻡ ﺍﺳ&ﺗﺧﺩﺍﻡ ﺍﻟﻣﺳ&ﻁﺣﺎﺕ ﺍﻟﺧﺿ&ﺭﺍء ﻓ&ﻲ ﺍﻟﻣﺷ&ﺭﻭﻉ‬
‫ﻛﺟﻠﺳﺎﺕ ﻗﺭﺍءﺓ ﻭﻣﻁﺎﻟﻌﺔ ﺧﺎﺭﺟﻳﺔ ﺍﺿﺎﻓﺔ ﺍﻟﻰ ﺟﻠﺳﺎﺕ ﻣﻧﺎﻗﺷﺎﺕ ﺧﺎﺭﺟﻳﺔ‪.‬‬

‫‪ .2‬ﺗﻨﺴﯿﻖ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺼﻨﺎﻋﯿﺔ ‪-:‬‬

‫‪ -‬ﺍﻟﻣﻣﺭﺍﺕ ﺍﻟﻣﺭﺻﻭﻓﺔ‪ .‬ﻭﺇﺳﺗﺧﺩﺍﻡ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺎﺋﻳﺔ ﻭﻣﺳﻁﺣﺎﺕ ﻣﺎﺋﻳﺔ ‪.‬‬
‫‪ -‬ﺇﺧﺗﻼﻑ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﻹﻳﺟﺎﺩ ﻋﻼﻗﺔ ﺃﻓﺿﻝ ﺃﻭﻓﺻﻝ ﺧﺻﻭﺻﻳﺔ ﺍﻟﻧﻁﺎﻗﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ‪.‬‬
‫‪ -‬ﺇﺳﺗﺧﺩﺍﻡ ﺍﻟﺗﻌﺭﻳﺷﺎﺕ ﻣﻊ ﺍﻟﻧﺑﺎﺗﺎﺕ ﺍﻟﻁﺑﻳﻌﻳﺔ ﺍﻟﻣﺗﺳﻠﻘﺔ ‪.‬‬

‫‪ .3‬ﺍﻟﻤﻤﺮﺍﺕ ﺍﻟﻤﺮﺻﻮﻓﺔ ‪-:‬‬

‫‪ -‬ﺗﻡ ﺭﺻﻑ ﺍﻟﻣﻣﺭﺍﺕ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺑﺎﻟﺣﺟﺭ ﺍﻟﺟﺭﺍﻧﻳﺕ ﺍﻟﻁﺑﻳﻌﻲ ﻧﻅﺭﺍ ﻟﻠﺷﻛﻝ ﺍﻟﺟﻣﺎﻟﻲ ﻭﻁﺑﻳﻌﺔ ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ -‬ﻭﻗﻭﺓ ﺗﺣﻣﻠﺔ ﻟﻼﺣﺗﻛﺎﻙ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪65‬‬

 ‫‪ .4‬ﺍﻟﻌﻨﺎﺻﺮ ﻭ ﺍﻟﻤﺴﻄﺤﺎﺕ ﺍﻟﻤﺎﺋﯿﺔ ‪-:‬‬
‫‪ x‬ﺍﻟﻧﻭﺍﻓﯾﺭ ‪-:‬‬
‫‪ -‬ھﻲ ﻋﺑﺎﺭﺓ ﻋﻥ ﺗﺩﻓﻖ ﻣﻥ ﺍﻟﻣﺎء ﻧﺎﺗﺞ ﻋﻥ ﺿﻐﻁ ﻟﻠﻣﺎء‬
‫ﻓﻲ ﺃﺣﻭﺍﺽ ﻣﺎﺋﻲ ﺗﺳﺗﺧﺩﻡ ﻓﻲ ﺍﻟﻣﺩﺍﺧﻝ ﻟﺗﻌﺭﻳﻔﻬﺎ ﻭ‬
‫ﺇﺿﺎﻓﺔ ﻋﻧﺻﺭ ﺟﻣﺎﻟﻲ‪.‬‬
‫‪ x‬ﺍﻟﺣﺎﺋﻁ ﺍﻟﻣﺎﺋﻲ ‪-:‬‬
‫‪ -‬ﻭھﻭ ﻣﻌﻠﻡ ﻣ‪-‬ﺎﺋﻲ ﻣﺳ‪-‬ﺗﻘﻝ ﺑﺫﺍﺗ‪-‬ﻪ ﻣ‪-‬ﺯﻭﺩ ﺑﺧ‪-‬ﺯﺍﻥ ﻋﻠ‪-‬ﻭﻱ‬
‫ﻑ‪.‬‬
‫ﻑ ﻭﻣﺳﺗﻭﺩﻉ ﻣﺧﺗ ٍ‬
‫ﻣﺧﺗ ٍ‬
‫‪ x‬ﺍﻟﺣﺎﺋﻁ ﺍﻟﻣﺎﺋﻲ ﺍﻟﺯﺟﺎﺟﻲ ‪-:‬‬
‫‪ -‬ﻋﺑﺎﺭﺓ ﻋﻥ ﺣﺎﺋﻁ ﻣﺎﺋﻲ ﺣﺩﻳﺙ ﻣﺻﻧﻭﻉ ﻣ‪-‬ﻥ ﺍﻟﺯﺟ‪-‬ﺎﺝ ‪.‬ﻭﻳﻣﻛ‪-‬ﻥ‬
‫ﺍﺳ‪-‬ﺗﺧﺩﺍﻡ ﺍﻟﺯﺟ‪-‬ﺎﺝ ﺍﻟﺑﺳ‪-‬ﻳﻁ ﺩﻭﻥ ﺯﺧﺭﻓ‪-‬ﺔ‪ ،‬ﻛﻣ‪-‬ﺎ ﻳﻅﻬ‪-‬ﺭ ﻓ‪-‬ﻲ‬
‫ﺍﻟﺻﻭﺭﺓ‪ ،‬ﺃﻭ ﺍﻟﺯﺟﺎﺝ ﺍﻟﻣﻠﻭﻥ‪.‬‬
‫‪ -‬ﺗﺗ‪-‬ﺩﻓﻖ ﺍﻟﻣﻳ‪-‬ﺎﻩ ﻣ‪-‬ﻥ ﺍﻟﺻ‪-‬ﻬﺭﻳﺞ ﺍﻟﻐ‪-‬ﺎﻁﺱ ﺍﻟﻣﺧﺗﻔ‪-‬ﻲ ﻭﺍﻟﺧ‪-‬ﺯﺍﻥ‬
‫ﺍﻟﻣﺧﺗﻔﻲ ﺍﻟﻣﺻﻧﻭﻉ‬
‫‪ -‬ﻣ‪-‬ﻥ ﺍﻟﺻ‪-‬ﻠﺏ ﺍﻟ‪-‬ﺫﻱ ﻻ‬
‫ﻳﺻﺩﺃ‪.‬‬
‫‪ -‬ﺗ ‪--‬ﻡ ﺇﺳ ‪--‬ﺗﺧﺩﺍﻣﻪ ﻓ ‪--‬ﻲ‬
‫ﺍﻟﻣﺳﻁﺣﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬

‫‪ .5‬ﺍﻟﻤﯿﺎﻩ ﺍﻟﻤﺤﺎﻁﺔ ﺑﺈﻁﺎﺭ ‪-:‬‬

‫‪ -‬ﺣﺎﺋﻁ ﻣﺎﺋﻲ ﺩﺍﺧﻠﻲ ﺇﻁﺎﺭ ﺻﻭﺭﺓ ﺃﻧﻳﻖ ﻳﺣﻳﻁ ﺑﻠﻭﺡ ﻛﺑﻳﺭ‬
‫ﻣﻥ ﺍﻟﺯﺟﺎﺝ ﻣﻐﻁﻰ ﺑﺳﻳﻝ ﻣﺗﻣﻭﺝ ﺭﻗﻳﻖ ﻣﻥ ﺍﻟﻣﺎء‪..‬‬
‫‪ -‬ﺗﻡ ﺇﺳﺗﺧﺩﺍﻣﻪ ﻓﻲ ﺑﻬﻭ ﺍﻹﺳﺗﻘﺑﺎﻝ ﺍﻟﺭﺋﻳﺳﻲ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪66‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫‪ .6‬ﺗﺸﻄﯿﺒﺎﺕ ﺍﻷﺳﻘﻒ‪:‬‬
‫‪ -‬ﺍﻟﺗﺷﻁﻳﺏ ﻣﻥ ﺃﻟﻭﺍﺡ ﺍﻟﺟﺑﺳﻳﻭﻡ ﺑﻭﺭﺩ ﻭھﻲ‬
‫ﺃﻟ ‪-‬ﻭﺍﺡ ﺟﺑﺳ ‪-‬ﻳﺔ ﻣ ‪-‬ﻥ ﺧﻠ ‪-‬ﻳﻁ ﺍﻟﺟ ‪-‬ﺑﺱ‬
‫ﻭﺍﻟﺳﻠﻳﻛﻭﻥ ﻭﺍﻟﻔﻳﺑﺭ ﺟﻼﺱ ﻭﻣﻐﻠﻔﺔ ﺑﻁﺑﻘﺔ‬
‫ﻣﻥ ﺍﻟﻛﺭﺗﻭﻥ ﺍﻟﻣﻌﺎﻟﺞ ﻅﻬﺭﺕ ﻟﺗﻛﻭﻥ ﺑﺩﻳﻝ‬
‫ﻟﻸﺳ‪-‬ﻘﻑ ﺍﻟﻣﺳ‪-‬ﺗﻌﺎﺭﺓ ﻭﺍﻟﺟ‪-‬ﺩﺭﺍﻥ ﻭﺗﺻ‪-‬ﻧﻊ‬
‫ﺍﻷﻟ‪-‬ﻭﺍﺡ ﺍﻟﺟﺑﺳ‪-‬ﻳﺔ ﺑﻣﻘ‪-‬ﺎﺱ ‪ 60 * 60‬ﺳ‪-‬ﻡ‬
‫ﻭﺗﻘﻁﻊ ﺣﺳﺏ ﺍﻟﺭﻏﺑﺔ ‪.‬‬
‫‪ x‬ﻣﻣﯾﺯﺍﺕ ﻭﺧﻭﺍﺹ ﺃﻟﻭﺍﺡ ﺍﻟﺟﺑﺳﯾﻭﻡ ﺑﻭﺭﺩ ‪-:‬‬
‫‪ -‬ﺗﻛﻠﻔﺔ ﺃﻗﺗﺻﺎﺩﻳﺔ ﻗﻠﻳﻠﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻷﻋﻣﺎﻝ ﺍﻟﺗﺷﻁﻳﺏ ﺍﻵﺧﺭﻯ ‪.‬‬
‫ﺳﺭﻋﺔ ﻓﻲ ﺍﻹﻧﺟﺎﺯ ﻭﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻓﻲ ﺍﻟﺗﺷﻁﻳﺏ ﺍﻟﻧﻬﺎﺋﻲ ‪.‬‬ ‫‪-‬‬
‫‪ -‬ﺳﻬﻭﻟﺔ ﺻﻳﺎﻧﺔ ﺍﻟﺗﻭﺻﻳﻼﺕ ﻭﺍﻟﺗﻣﺩﻳﺩﺍﺕ ﺍﻟﻛﻬﺭﺑﺎﺋﻳﺔ ﻭﺍﻟﺻﺣﻳﺔ ﻭﺍﻟﺗﻛﻳﻳﻑ‬
‫‪ -‬ﺧﻔﻳﻑ ﺍﻟﻭﺯﻥ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺩﻳﻛﻭﺭﺍﺕ ﻭﺍﻟﺗﺷﻁﻳﺑﺎﺕ ﺍﻷﺧﺭﻯ ﻭﻟﻳﺱ ﻟﻪ ﺗﺄﺛﻳﺭ ﻋﻠﻰ ھﻳﻛﻝ ﺍﻟﺑﻧﺎء ﺍﻷﻧﺷﺎﺋﻲ‬
‫‪ -‬ﻋﺎﺯﻝ ﻣﻣﺗﺎﺯ ﻟﻠﺭﻁﻭﺑﺔ ‪.‬‬

‫‪ .7‬ﺍﻟﺘﺸﻄﯿﺐ ﺑﺄﻟﻮﺍﺡ ﺍﻷﻟﯿﺎﻑ ﺍﻟﺰﺟﺎﺟﯿﺔ ‪:‬‬

‫‪ -‬ﻭھﻲ ﺃﻟﻭﺍﺡ ﻣﻥ ﺍﻷﻟﻳﺎﻑ ﺍﻟﺯﺟﺎﺟﻳﺔ ﻭﺍﻟﻔﺎﻳﺑﺭ ﺟﻼﺱ ﺗﺳﺗﺧﺩﻡ‬
‫ﻓﻲ ﺍﻷﺳﻘﻑ ﺍﻟﻣﺳﺗﻌﺎﺭﺓ ﺗﻘﻁﻊ ﺣﺳﺏ ﺍﻟﺭﻏﺑﺔ ‪.‬‬
‫‪ x‬ﻣﻣﯾﺯﺍﺕ ﻭﺧﻭﺍﺹ ﺃﻟﻭﺍﺡ ﺍﻷﻟﯾﺎﻑ ﺍﻟﺯﺟﺎﺟﯾﺔ ‪-:‬‬
‫‪ -‬ﻋﺎﺯﻝ ﻣﻣﺗﺎﺯ ﻟﻠﺻﻭﺕ ﻭﻋﺎﺯﻝ ﻟﻠﺭﻁﻭﺑﺔ ‪.‬‬
‫‪ -‬ﺳﻬﻭﻟﺔ ﺇﺳﺗﻳﻌﺎﺏ ﺗﻣﺩﻳﺩ ﺍﻟﺧﺩﻣﺎﺕ ﻣﻥ ﺧﻼﻟﻬﺎ ‪.‬‬
‫‪ -‬ﺧﻔﻳﻑ ﺍﻟﻭﺯﻥ ‪.‬‬

‫)‪ (3-5‬ﺍﻟﺨﺪﻣــــــﺎﺕ ‪-:‬‬

‫ﺍﻹﺿﺎءﺓ ‪-:‬‬
‫ﻧﺷﺎﻁ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﻣﻛﺎﻥ ﺍﻟﻌﻣﻝ ‪ ،‬ﻭﺗﻌﺗﺑﺭ ﻣﻥ ﺃھﻡ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﻳﺟﺏ‬ ‫‪ -‬ﺗﺳﺎھﻡ ﺑﺷﻛﻝ ﻛﺑﻳﺭ ﻓﻲ ﺗﺣﺳﻳﻥ‬
‫‪ -‬ﺩﺭﺍﺳﺗﻬﺎ ﺑﻌﻧﺎﻳﺔ ﻓﻲ ﺍﻟﻣﻛﺗﺑﺎﺕ‪.‬‬
‫‪ -‬ﻣﺳﺗﻭﻯ ﺍﻹﺿﺎءﺓ ﻣﻥ‪ 055‬ﻟﻭﻛﺱ ﻓﻲ ﺃﻣﺎﻛﻥ ﺍﻟﻘﺭﺍءﺓ‪.‬‬
‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪67‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫‪ -‬ﺗﻡ ﺇﺳﺗﺧﺩﺍﻡ ﺃﺟﻬﺯﺓ ‪ downlight 600*600mm‬ﻟﻣﺻﺎﺑﻳﺢ ﺍﻟﻔﻠﻭﺭﺳﻧﺕ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪68‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺃﻧﻈﻤﺔ ﻣﻜﺎﻓﺤﺔ ﺍﻟﺤﺮﯾﻖ‬
‫‪:‬‬
‫ھﻲ ﺃﻧﻅﻣﺔ ﺗﺻﻣﻡ ﻟﻠﻛﺷﻑ ﻋﻥ ﺍﻟﺣﺭﻳﻖ‬
‫ﻭ ﺇﻁﻔﺎء ﻧﻳﺭﺍﻧﻪ ﻓﻲ ﻣﻧﺷﺄﺓ ﺃﻭ ﻣﺑﻧﻰ ﻣﺎ‬
‫ﺑﻁﺭﻕ ﺃﻭﺗﻭﻣﺎﺗﻳﻛﻳﺔ‪.‬‬

‫ﺃﻭﻻ ‪ :‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺤﺮﯾﻖ‪:‬‬

‫أﺟﮭﺰة اﻹﻧﺬاﺭ‪:‬‬
‫ھﻲ ﺃﺟﻬﺯﺓ ﺗﺻﺩﺭ ﺇﻧﺫﺍ ﺻﻭﺗﻲ ﻋﻧﺩ‬
‫ﺣﺩﻭﺙ ﺣﺭﻳﻖ ﺗﺷﻣﻝ ﺃﺟﻬﺯﺓ ﺍﻹﺳﺗﺷﻌﺎﺭ ﺃﻭ ﺍﻟﻛﺷﻑ ﻋﻥ ﺍﻟﺣﺭﻳﻖ ﻭ ﺍﻟﺳﺎﺭﻳﻧﺎﺕ‪.‬‬

‫أﺟﮭﺰة اﻟﻜﺸﻒ‪:‬‬
‫ﻳﻮﺟﺪ اﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫‪-‬‬
‫أﺟﮭﺰة اﻟﻜﺸﻒ ﻋﻦ‬
‫اﻟﺤﺮﻳﻖ‬
‫ﻣﻥ ﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ‬ ‫‪-‬‬
‫ﻳﻼﺣﻅ ﺃﻥ ﺃﺟﻬﺯﺓ‬
‫ﺇﻧﺫﺍﺭ ﺍﻟﺩﺧﺎﻥ ﻭ ﺍﻟﻠﻬﺏ ھﻲ ﺍﻷﻓﺿﻝ ﻟﻠﺻﺎﻟﺔ‬
‫ﺍﻟﻘﺭﺍءﺓ ﻭ ﻗﺩ ﺗﻡ ﺇﺳﺗﺧﺩﺍﻡ ﺃﺟﻬﺯﺓ ﺇﻧﺫﺍﺭ‬
‫ﺍﻟﺩﺧﺎﻥ‬
‫ﺑﻤﺎ أﻥ ﺧﻄﻮﺭة اﻟﺤﺮﻳﻖ ﻟﻠﻤﺒﻨﻰ ﻣﺘﻮﺳﻄﺔ و‬ ‫‪-‬‬
‫إﺭﺗﻔﺎع اﻟﻄﺎﺑﻖ ‪ 4‬ﻣﺘﺮ ﻓﺈﻥ اﻟﻜﺎﺷﻒ ﻳﻐﻄﻲ‬
‫‪91‬ﻣﺘﺮ ﻣﺮﺑﻊ‬
‫ﻳﺘﻢ ﺗﻮﺯﻳﻊ أﺟﮭﺰة اﻹﻧﺬاﺭ ﻛﻞ ‪ 9‬ﻣﺘﺮ ﻓﻲ‬ ‫‪-‬‬
‫اﻟﺼﺎﻟﺔ ﻟﻠﻜﺸﻒ‬
‫ﻋﻦ اﻟﺤﺮﻳﻖ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪69‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﺴﺎﺭﯾﻨﺎﺕ‪:‬‬
‫ﺃﺟﻬﺯﺓ ﺍﻹﻧﺫﺍﺭ ﺍﻟﺳﺎﺑﻘﺔ ﺗﺭﺳﻝ ﺇﺷﺎﺭﺓ ﺇﻟﻰ ﺍﻟﺳﺎﺭﻳﻧﺎﺕ ﺍﻟﺗﻲ ﺗﺭﺳﻝ‬
‫ﺇﺷﺎﺭﺓ ﺻﻭﺗﻳﺔ ﻭ ﺿﻭﺋﻳﺔ‪.‬‬

‫ﺗﻭﺿﻊ ﺳﺎﺭﻳﻧﺔ ﻣﺭﻛﺯﻳﺔ ﻓﻲ ﺻﺎﻟﺔ ﺍﻟﻘﺭﺍءﺓ ﺍﻟﺭﺋﻳﺳﻳﺔ‬

‫ﺃﻧﻄﻤﺔ ﺇﻁﻔﺎء ﻧﯿﺮﺍﻥ ﺍﻟﺤﺮﺍﺋﻖ‪:‬‬

‫ھﻲ أﻧﻈﻤﺔ ﺗﺼﻤﻢ ﻹﻁﻔﺎء اﻟﺤﺮﻳﻖ ﻓﻲ ﻣﻨﺸﺄة أو ﻣﺒﻨﻰ ﻣﺎ ﺑﻄﺮﻳﻘﺔ أوﺗﻮﻣﺎﺗﻴﻜﻴﺔ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪70‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﻄﺮﻕ ﺍﻟﺘﻲ ﺗﻢ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﻓﻲ ﺇﻁﻔﺎء ﺍﻟﺤﺮﺍﺋﻖ‪-:‬‬

‫ﺍﻟﻄﻔﺎﯾﺎﺕ ﺍﻟﯿﺪﻭﯾﺔ‪-:‬‬
‫ﺗﻢ ﺗﺼﻨﻴﻒ ﺣﺮﺍﺋﻖ ﺍﻟﻤﺒﻨﻰ ﻋﻠﻼ أﻧﻬﺎ ﻣﻦ ﺍﻟﻨﻮﻉ ‪ A‬ﻭ ﻋﻠﻴﻪ ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻁﻔﺎﻳﺎﺕ ﺍﻟﻤﺴﺤﻮﻕ ﺍﻟﺠﺎﻑ‪P.F.E‬‬

‫ﻷﻧﻬﺎ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺤﺮﺍﺋﻖ ﻣﻦ ھﺬﺍ ﺍﻟﻨﻮﻉ ﻭ ﻷﻥ ﺍﻟﻤﻜﺘﺒﺔ ﺑﻬﺎ ﻛﺘﺐ ﻳﻤﻜﻦ‬

‫ﺳﻮﻑ ﺗﻔﺴﺪ ﻋﻨﺪ ﺇﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺎء‪.‬‬

‫ﺗﻢ ﺗﻮﺯﻳﻊ ﺍﻟﻄﻔﺎﻳﺎﺕ ﻋﻠﻰ ﻣﺴﺎﻓﺎﺕ ‪ 73‬ﻣﺘﺮ ﺑﻴﻦ ﻛﻞ ﻁﻔﺎﻳﺔ ﻭ ﺍﻷﺧﺮﻯ‬

‫‪ ،‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻭﺿﻌﻬﺎ ﺑﺎﻟﻘﺮﺏ ﻣﻦ‬

‫ﺍﻷﺑﻮﺍﺏ ﻭ ﻏﺮﻑ ﺍﻟﺴﻠﻢ‪.‬‬

‫ﺍﻟﺨﺮﺍﻁﯿﻢ ﺍﻟﻤﻄﺎﻁﯿﺔ‪-:‬‬
‫ﺗﻭﺯﻉ ﻛﻝ ‪ 73‬ﻣﺗﺭ ﺑﺎﻋﺗﺑﺎﺭ ﺃﻥ ﻁﻭﻝ‬

‫ﺍﻟﺧﺭﻁﻭﻡ ‪ 31‬ﻣﺗﺭ ﻣﻊ ﻣﺭﺍﻋﺎﺓ ﺃﻥ‬

‫ﺗﻭﺿﻊ ﺑﺎﻟﻘﺭﺏ ﻣﻥ ﻣﺧﺭﺍﺝ‬

‫ﺍﻟﻄﻮﺍﺭﺉ ﻭ ﺍﻟﻤﺪﺍﺧﻞ ﺍﻟﺮﺋﻴﺴﻴﺔ‬

‫ﺗﺳﺗﺧﺩﻡ ﻓﻲ ﻛﻝ ﺍﻟﻣﺑﺎﻧﻲ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫ﺇﻣﺩﺍﺩھﺎ ﺇﻣﺎ ﻋﺑﺭ ﺍﻷﻧﺎﺑﻳﺏ ﺍﻟﺟﺎﻓﺔ ﺃﻭ‬

‫ﺍﻟﺭﻁﺑﺔ ﻳﺘﻢ ﺇﻣﺪﺍﺩھﺎ ﻓﻲ ھﺬﺍ ﺍﻟﻤﺒﻨﻰ‬
‫ﻋﻦ ﻁﺮﻳﻖ ﺍﻷﻧﺎﺑﻴﺐ ﺍﻟﺠﺎﻓﺔ ﻷﻥ ﺇﺭﺗﻔﺎﻉ‬

‫ﺍﻟﻤﺒﻨﻰ ﻻ ﻳﺘﺠﺎﻭﺯ ‪ 4‬ﻁﻮﺍﺑﻖ‪.‬‬

‫ﺗﻮﺯﻉ ﻛﻞ ‪ 73‬ﻣﺘﺮ ﺑﺎﻋﺘﺒﺎﺭ أﻥ ﻁﻮﻝ ﺍﻟﺨﺮﻁﻮﻡ‬

‫‪31‬ﻣﺘﺮ ﻣﻊ ﻣﺮﺍﻋﺎﺓ أﻥ ﺗﻮﺿﻊ ﺑﺎﻟﻘﺮﺏ ﻣﻦ‬
‫ﻣﺨﺎﺭج ﺍﻟﻄﻮﺍﺭﺉ ﻭ ﺍﻟﻤﺪﺍﺧﻞ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪71‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺷﺒﻜﺔ ﺍﻟﻤﺮﺷﺎﺕ‪-:‬‬
‫ھﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻤﺪﻳﺪﺍﺕ ﻋﻠﻮﻳﺔ ﺛﺎﺑﺘﺔ ﺗﻐﺬﻯ ﻣﻦ ﻣﺼﺪﺭ ﻣﺴﺘﻤﺮ ﺑﻤﺎﺩﺓ ﺍﻹﻁﻔﺎء ) ﺍﻟﻤﺴﺤﻮﻕ ﺍﻟﺠﺎﻑ ﻓﻲ ﺻﺎﻟﺔ ﺍﻟﻘﺮﺍءﺓ‬
‫(ﻭ ﺗﻌﻤﻞ ﺗﻠﻘﺎﺋﻴﺎ ﻣﻊ أﺟﻬﺰﺓ ﺍﻹﻁﻔﺎء ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺗﺸﻐﻴﻠﻬﺎ ﻳﺪﻭﻳﺎ‪.‬‬

‫ﺗﻮﺯﻉ ﺍﻟﻤﺮﺷﺎﺕ ﻛﻞ ‪ 3‬ﻭ ﻧﺺ ﻣﺘﺮ ‪ ،‬ﻭ ﻗﻄﺮ ﺍﻟﻤﺮﺷﺔ ‪ 4‬أﻣﺘﺎﺭ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪72‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪73‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬
 ‫ﺇﻣﺪﺍﺩ ﺍﻟﻤﺒﻨﻰ ﺑﺎﻟﻤﺎء‪-:‬‬
‫‪Water Supply for Building‬‬

‫ﻁﺮﻕ ﺗﻮﺻﻴﻞ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺑﺎﻟﻤﺒﻨﻰ‪:‬‬

‫ﺗﻡ ﺍﺳﺗﺧﺩﺍﻡ ﻧﻅﺎﻡ ﺍﻟﺗﻭﺻﻳﻝ ﻏﻳﺭ ﺍﻟﻣﺑﺎﺷﺭ ﻣﻥ ﺍﻟﺷﺑﻛﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻭ ﺍﻟﺗﻲ ﺗﻛﻭﻥ ﻣﻭﺍﺳﻳﺭھﺎ ﻏﺎﻟﺑﺎ ﻣﻥ ﻧﻭﻉ ‪ P.P.R‬ﻭ ﺣﺟﻣﻬﺎ ‪8‬‬
‫ﺑﻭﺻﺔ‬

‫ﻣﻭﺍﺳﻳﺭ ‪ .P.P.R‬ﺗﺳﺗﺧﺩﻡ ﺃﻳﺿﺎ ﻟﻠﺗﻭﺻﻳﻝ ﺩﺍﺧﻝ ﺍﻟﻣﻭﻗﻊ ﻭ‬

‫ﺗﻛﻭﻥ ﺑﺣﺟﻡ ‪ 6‬ﺑﻭﺻﺔ‬
‫ﻧﻅﺎﻡ ﺗﻭﺯﻳﻊ ﺍﻟﻣﻳﺎﻩ ﻓﻲ ﺍﻟﻣﺑﻧﻰ ‪.‬‬

‫‪Water Distribution systems in Building‬‬

‫ﺗﻮﺟﺪ ﻋﺪﺓ أﻧﻮﺍﻉ ﺗﻢ ﺇﺧﺘﻴﺎﺭ‪:‬‬

‫ﻧﻈﺎﻡ ﺍﻟﺘﻐﺬﻳﺔ ﺑﺠﺎﺫﺑﻴﺔ ﺍﻹﻧﻨﺤﺪﺍﺭ ﺍﻟﻄﺒﻴﻌﻲ‪:‬‬

‫‪Gravity down Feed System‬‬

‫ھﻮ ﻧﻈﺎﻡ ﻣﻌﺮﻭﻑ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺧﺰﺍﻥ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻌﺎﻟﻲ‬

‫ﻭ ﻳﺘﻢ ﻋﻤﻠﻪ‬

‫ﺑﺮﻓﻊ ﺍﻟﻤﻴﺎﻩ ﺇﻟﻰ ﺧﺰﺍﻥ ﻋﺎﻝ ﻳﻮﺿﻊ ﻋﻠﻰ ﺳﻄﺢ‬

‫ﺍﻟﻤﺒﻨﻰ‪.‬‬

‫ﺳﺒﺐ ﺇﺧﺘﻴﺎﺭ ﺍﻟﻨﻈﺎﻡ ) ﻣﻤﻴﺰﺍﺗﻪ‪( :‬‬

‫ﻻ ﺗﺘﺄﺛﺮ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻟﻤﺒﺎﻧﻲ‬ ‫‪-‬‬

‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻴﺎﻩ ﻓﻲ‬
‫ﺍﻷﺩﻭﺍﺭ ﺍﻟﺴﻔﻠﻰ‪.‬‬ ‫‪-‬‬
‫ﻭﺟﻮﺩ ﻣﺨﺰﻭﻥ ﻣﻦ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﺍﻟﻤﺒﻨﻰ‬ ‫‪-‬‬
‫ﻳﺴﺘﻌﻤﻞ ﻓﻲ‬
‫ﺍﻟﻄﻮﺍﺭﺉ ﻓﻲ ﺣﺎﻟﺔ ﺿﻌﻒ ﺍﻟﻤﻴﺎﻩ‬ ‫‪-‬‬
‫ﺍﻟﻌﻤﻮﻣﻴﺔ أﻭ ﻓﻲ ﺣﺎﻟﺔ‬
‫ﺇﻧﻘﻄﺎﻋﻬﺎ‪.‬‬ ‫‪-‬‬
‫ﺛﺒﺎﺕ ﺿﻐﻂ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﻣﻮﺍﺳﻴﺮ ﺍﻟﺘﻮﺯﻳﻊ ‪.‬‬ ‫‪-‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪74‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺳﻌﺔ ﺍﻟﺨﺰﺍﻥ ‪-:‬‬
‫ﺗﻡ ﺣﺳﺎﺏ ﺳﻌﺔ ﺍﻟﺧﺯﺍﻥ ﺑﻧﺎء ﻋﻠﻰ ﺗﺣﺩﻳﺩ ﻛﻣﻳﺔ ﺍﻟﻣﻳﺎﻩ ﻭ ﺫﻟﻙ ﺑﺣﺳﺎﺏ ﺳﻌﺔ ﺍﻻﺳﺗﻬﻼﻙ ﺍﻟﻳﻭﻣﻲ ﻟﻼﻓﺭﺍﺩ ﻭ ﺍﺿﺎﻓﺔ ﻣﻳﺎﻩ‬
‫ﺭﻱ ﺍﻟﺣﺩﺍﺋﻖ ﻭ ﻣﻳﺎﻩ ﺍﻁﻔﺎء ﺍﻟﺣﺭﻳﻖ ‪.‬‬

‫ﺍﻟﺳﻌﺔ ﺍﻟﻣﻁﻠﻭﺑﻪ ‪ 28500‬ﻟﺗﺭ ﻳﻭﻣﻳﺎ ً ﻭ ﺫﻟﻙ ﺑﺣﺳﺎﺏ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ‪ 1200‬ﻓﺭﺩ ﺑﺎﻹﺿﺎﻓﻪ ﻟﺭﻱ ﺍﻟﺣﺩﺍﺋﻖ ﻭ ﺍﻟﺣﺭﻳﻖ ‪.‬‬

‫ﺗﻮﺟﺪ ﻁﺮﯾﻘﺘﯿﻦ ﻟﺮﻓﻊ ﺍﻟﻤﯿﺎﻩ ﻟﻠﺨﺰﺍﻥ ﺍﻟﻌﻠﻮﻱ‪-:‬‬

‫‪ -‬ﺍﻟﻁﺭﻳﻘﺔ ﺍﻷﻭﻟﻰ ‪ :‬ﻋﻥ ﻁﺭﻳﻖ ﺿﻐﻁ ﺍﻟﻣﻳﺎﻩ ﺍﻟﻣﻭﺟﻭﺩ ﻓﻲ ﺍﻟﺷﺑﻛﺔ ﺍﻟﻌﻣﻭﻣﻳﺔ‪.‬‬
‫‪ -‬ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺛﺎﻧﻳﺔ ‪ :‬ﻋﻥ ﻁﺭﻳﻖ ﻁﻠﻣﺑﺎﺕ ﺭﺍﻓﻌﺔ‪.‬‬

‫ﻭ ﻗﺩ ﺗﻡ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺑﺳﺑﺏ ﺿﻌﻑ ﺍﻟﻣﻳﺎﻩ ﻏﺎﻟﺑﺎ ﻓﻲ ﺍﻟﺷﺑﻛﺔ‪.‬‬

‫ﺃﻗﻁﺎﺭ ﺍﻟﻣﻭﺍﺳﻳﺭ ﻓﻲ ھﺫﺍ ﺍﻟﻧﻅﺎﻡ‪:‬‬

‫ﺍﻟﻣﺎﺳﻭﺭﺓ ﺍﻟﺻﺎﻋﺩﺓ ﻟﺗﻐﺫﻳﺔ ﺍﻟﺧﺯﺍﻥ ﻣﻡ‪ 09‬ﺍﻟﻣﺎﺳﻭﺭﺓ ﺍﻟﺗﻭﺯﻳﻊ ‪ 74‬ﻣﻡ‬

‫ﺍﻟﺘﻮﺯﯾﻊ ﻓﻲ ﺍﻟﻤﻮﻗﻊ‪-:‬‬
‫ﺗﻡ ﻋﻣﻝ ﺧﺯﺍﻥ ﺃﺭﺿﻲ ﺑﺣﺳﺎﺏ ﻛﻣﻳﺔ ﺍﻟﺣﻭﺟﻪ‬
‫ﻟﻠﻣﻳﺎﻩ ﻓﻲ ﺍﻟﻣﻭﻗﻊ ﺑﺎﻹﺿﺎﻓﺔ ﻟﺣﺟﻡ ﺍﻟﻣﻳﺎﻩ‬
‫ﺍﻟﻣﻁﻠﻭﺑﻪ ﻓﻲ ﺣﺎﻝ ﺍﻁﻔﺎء ﺍﻟﺣﺭﻳﻖ‬

‫ﻭ ﻭﺿﻊ ﺧﺯﺍﻥ ﺍﺭﺿﻲ ﺁﺧﺭ ﻟﻼﺣﺗﻳﺎﻁ ﻓﻲ ﺣﺎﻝ‬

‫ﺍﻧﻘﻁﺎﻉ ﺍﻟﻣﻳﺎﻩ ﺍﻭ ﺗﻭﻗﻑ ﺍﻟﺧﺯﺍﻥ ﺍﻟﺭﺋﻳﺳﻲ‬
‫ﻻﻋﻣﺎﻝ ﺍﻟﺻﻳﺎﻧﻪ ﻭ ﻏﻳﺭھﺎ‬

‫ﺗﻡ ﺗﻭﺻﻳﻝ ﻣﻭﺍﺳﻳﺭ ﻟﺭﻱ ﺍﻟﺣﺩﺍﺋﻖ ﻣﻥ ﺍﻟﺷﺑﻛﺔ‬

‫ﻣﺑﺎﺷﺭﺓ‬

‫ﺗﺩﺧﻝ ﺍﻟﻣﻭﺍﺳﻳﺭ ﻟﺧﺯﺍﻧﺎﺕ ﺍﻟﻣﺑﺎﻧﻲ ﺑﻘﻁﺭ ‪4‬‬

‫ﺑﻭﺻﺔ ﻭ ﻣﻭﺍﺳﻳﺭ ﺭﻱ ﺍﻟﺣﺩﺍﺋﻖ ‪ 2‬ﺑﻭﺻﺔ‬

‫ﺍﻟﻤﺴﻄﺤﺎﺕ ﺍﻟﺨﻀﺮﺍء ‪-:‬‬

‫ﺗﻡ ﻋﻣﻝ ﺷﺑﻛﺔ ﺭﺷﺎﺷﺎﺕ ﺑﺄﻗﻁﺎﺭ ‪3‬‬
‫ﺃﻣﺗﺎﺭ ﻳﺗﻡ ﺗﻭﺻﻳﻠﻬﺎ ﺑﻣﻭﺍﺳﻳﺭ ‪0.75‬‬
‫ﺑﻭﺻﻪ ﻣﻥ ﺷﺑﻛﺔ ﺭﻱ ﺍﻟﺣﺩﺍﺋﻖ ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪75‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺃﻧﻈﻤﺔ ﺇﻣﺪﺍﺩ ﺍﻟﻜﻬﺮﺑﺎء‪-:‬‬
‫ﺗﺩﺧﻝ ﺍﻟﻛﻬﺭﺑﺎء ﺍﻟﻣﻭﻗﻊ ﻋﻥ ﻁﺭﻳﻖ ﺧﻁ ﺍﻟﻛﻬﺭﺑﺎء ﺍﻟﺭﺋﻳﺳﻲ ﻣﻥ ﺍﻟﺷﺎﺭﻉ ﺍﻟﺟﻧﻭﺑﻲ ﺍﻟﻐﺭﺑﻲ ﻟﻠﻣﻭﻗﻊ ﺑﻁﺎﻗﺔ ‪11444‬‬
‫ﻛﻳﻠﻭ ﻓﻭﻟﺕ ﺇﻟﻰ ﺍﻟﻣﺣﻭﻝ ﺍﻟﺭﺋﻳﺳﻲ ﺣﻳﺙ ﻳﺧﻔﺿﻬﺎ ﺇﻟﻰ ‪ 515‬ﻛﻳﻠﻭ ﻓﻭﻟﺕ ﻭ ﻣﻥ ﺛﻡ ﻳﺗﻡ ﺇﻣﺩﺍﺩ ﺍﻟﻛﻬﺭﺑﺎء ﺇﻟﻰ ﻏﺭﻓﺔ‬
‫ﺍﻟﺗﺣﻛﻡ‬

‫ﺍﻟﺭﺋﻳﺳﻳﺔ ﻭ ﻣﻥ ﺛﻡ ﺗﻭﺯﻉ ﻋﺑﺭ ﻛﻳﺑﻝ ﺇﻟﻰ ﻟﻭﺣﺎﺕ ﺍﻟﺗﺣﻛﻡ ﺍﻟﻔﺭﻋﻳﺔ ﻓﻲ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬

‫ﻳﻭﺟﺩ ﻣﻭﻟﺩ ﻛﻬﺭﺑﺎء ﺇﺿﺎﻓﻲ ﻓﻲ ﺣﺎﻟﺔ ﺇﻧﻘﻁﺎﻉ ﺍﻟﻛﻬﺭﺑﺎء ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪76‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﻧﻈﺎﻡ ﺍﻟﺼﺮﻑ ﺍﻟﺼﺤﻲ ‪-:‬‬
‫ﺃﺳﺗﺧﺩﻣﺕ ﺷﺑﻛﺗﻳﻥ ﻣﻥ ﺍﻟﻣﻧﻬﻭﻻﺕ ﺍﺣﺩﺍھﻣﺎ‬
‫ﻟﺗﺻﺭﻳﻑ ﺍﻟﻣﻳﺎﻩ ﻣﻥ ﺍﻟﺟﺯء ﺍﻟﺷﻣﺎﻟﻲ ﻟﻠﻣﺑﻧﻰ ﻭ‬
‫ﺍﻷﺧﺭﻯ ﻟﺗﺻﺭﻳﻑ ﻣﻳﺎﻩ ﺍﻟﺟﺯء ﺍﻟﺟﻧﻭﺑﻲ ﻣﻧﻪ ‪.‬‬
‫ﻭ ﻭﺻﻠﺕ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺷﺑﻛﺎﺕ ﺑﺄﺣﻭﺍﺽ ﺍﻟﺗﺣﻠﻳﻝ ‪.‬‬

‫ﺃﺳﺗﺧﺩﻣﺕ ﻣﻧﻬﻭﻻﺕ ﺭﺑﺎﻋﻳﺔ ﺍﻷﺿﻼﻉ ﺃﺑﻌﺎﺩھﺎ‬

‫ﻛﻣﺎ ﻣﻭﺿﺢ ﻓﻲ ﺍﻟﺟﺩﻭﻝ ﻭ ﺗﺑﻌﺩ ﻋﻥ ﺑﻌﺿﻬﺎ‬
‫ﺍﻟﺑﻌﺽ ﺑﻣﺳﺎﻓﺔ ‪ 6‬ﻣﺗﺭ ‪.‬‬

‫ﻳﻭﺟﺩ ﻋﺩﺓ ﻧﻅﻡ ﺍﺳﺗﺧﺩﻡ ﻣﻧﻬﺎ ﻓﻲ ھﺫﺍ ﺍﻟﻣﺑﻧﻰ ‪:‬‬

‫ﻧﻈﺎﻡ ﺍﻟﻤﺎﺳﻮﺭﺗﻴﻦ ﻣﻊ ﺍﺳﺘﻌﻤﺎﻝ ﺳﻴﻔﻮﻧﺎﺕ‬

‫ﺍﻷﺭﺿﻴﺎﺕ ﻭ ﺗﻬﻮﻳﺔ أﻓﺮﻉ ﻣﺎﺳﻮﺭﺓ ﺍﻟﻌﻤﻞ ﻓﻘﻂ‪:‬‬

‫‪Tow pipe system with floor traps and soil Branches only vented‬‬

‫ﺳﺒﺐ ﺍﺧﺘﻴﺎﺭ ھﺬﺍ ﺍﻟﻨﻈﺎﻡ ) ﻣﻤﻴﺰﺍﺗﻪ‪( :‬‬

‫ﻳﻮﺟﺪ ﻓﺼﻞ ﻟﻤﺨﻠﻔﺎﺕ ﺍﻟﻤﺮﺍﺣﻴﺾ‬ ‫‪-‬‬

‫ﻭﻣﺨﻠﻔﺎﺕ أﺣﻮﺍﺽ ﻏﺴﻴﻞ ﺍﻷﻳﺪﻱ‪.‬‬
‫ﺗﺘﻢ ﺗﻬﻮﻳﺔ ﻋﻤﻮﺩ ﺍﻟﻌﻤﻞ ﻋﻦ ﻁﺮﻳﻖ ﻋﻤﻮﺩ‬ ‫‪-‬‬
‫ﺍﻟﺘﻬﻮﻳﺔ ﻭ ﺫﻟﻚ ﻳﻮﻓﺮ‪:‬‬
‫ﺗﺠﺪﻳﺪ ﺍﻟﻬﻮﺍء ﺩﺍﺧﻞ ﻣﻮﺍﺳﻴﺮ ﺍﻟﻌﻤﻞ ﻭ‬ ‫‪-‬‬
‫ﺍﻟﺼﺮﻑ ﻭ ﺑﺬﻟﻚ ﻳﻘﻠﻞ‬
‫ﻣﻦ ﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﺴﺎﻣﺔ ﺍﻟﻤﺘﻜﻮﻧﺔ ﻓﻲ ﺍﻟﺸﺒﻜﺔ‬ ‫‪-‬‬
‫ﺍﻟﺼﺤﻴﺔ ﻧﺘﻴﺠﺔ ﺗﺤﻠﻞ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻌﻀﻮﻳﺔ‬
‫ﺍﻟﻌﺎﻟﻘﺔ ﺑﻬﺎ‪.‬‬
‫ﺗﻜﻮﻳﻦ ﺗﻮﺍﺯﻥ ﻟﻠﻀﻐﻂ ﺍﻟﺠﻮﻱ ﺩﺍﺧﻞ ﺷﺒﻜﺔ‬ ‫‪-‬‬
‫ﺍﻟﻤﻮﺍﺳﻴﺮ‪.‬‬
‫ﻳﻌﻤﻞ ﺗﺠﺪﻳﺪ ﺍﻟﻬﻮﺍء ﻓﻲ ﻣﻮﺍﺳﻴﺮ ﺍﻟﺰھﺮ‬ ‫‪-‬‬
‫ﻋﻠﻰ ﺗﺄﺧﻴﺮ ﺻﺪﺋﻬﺎ‪.‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪77‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﻧﻈﺎﻡ ﺍﻟﺼﺮﻑ ﺍﻟﺴﻄﺤﻲ ﻓﻲ ﺍﻟﻤﺒﻨﻰ‪-:‬‬
‫‪Rainwater Drain system in building‬‬

‫ﻳﻌﺘﺒﺮ ﺻﺮﻑ ﻣﻴﺎﻩ ﺍﻷﻣﻄﺎﺭ ﻣﻦ أﺳﻄﺢ‬ ‫‪-‬‬

‫ﺍﻟﻤﺒﺎﻧﻲ ﻣﻬﻢ ﺟﺪﺍ ﻷﻥ ﺗﺮﺍﻛﻢ ھﺬﻩ ﺍﻟﻤﻴﺎﻩ‬
‫ﻳﺤﺪﺙ‬
‫ﺇﺗﻼﻑ ﻓﻲ ﺍﻟﻤﺒﺎﻧﻲ‪.‬‬ ‫‪-‬‬
‫ﻳﺘﻢ ﺻﺮﻑ ﻣﻴﺎﻩ ﺍﻷﻣﻄﺎﺭ ﻣﻦ ﺍﻟﻤﺒﺎﻧﻲ‬ ‫‪-‬‬
‫ﺑﺈﺩﺣﺪﻯ ﻧﻈﺎﻣﻴﻦ‪:‬‬
‫ﻧﻈﺎﻡ ﺍﻟﺼﺮﻑ ﺍﻟﻤﻨﻔﺼﻞ‪:‬‬ ‫‪-‬‬
‫ﻳﺘﻢ ﻓﺼﻞ ﻛﻞ ﻣﻦ ﻣﻮﺍﺳﻴﺮ ﺻﺮﻑ ﻣﻴﺎﻩ‬ ‫‪-‬‬
‫ﺍﻷﻣﻄﺎﺭ ﻋﻦ ﻣﻮﺍﺳﻴﺮ ﺻﺮﻑ ﺍﻟﻤﺒﻨﻰ‪.‬‬
‫ﻧﻈﺎﻡ ﺍﻟﺼﺮﻑ ﺍﻟﻤﺠﻤﻊ‪:‬‬ ‫‪-‬‬
‫ﻳﺘﻢ ﺑﺘﺠﻤﻴﻊ ﻛﻞ ﻣﻦ ﻣﻮﺍﺳﻴﺮ ﺻﺮﻑ ﻣﻴﺎﻩ ﺍﻟﻤﻄﺮ ﻣﻊ ﻣﻮﺍﺳﻴﺮ ﺻﺮﻑ ﺍﻟﻤﺒﻨﻰ‪.‬‬ ‫‪-‬‬
‫ﺗﻢ ﺇﺧﺘﻴﺎﺭ ﻧﻈﺎﻡ ﺍﻟﺼﺮﻑ ﺍﻟﻤﻨﻔﺼﻞ‬ ‫‪-‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪78‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﻧﻈﺎﻡ ﺍﻟﺘﻜﯿﯿﻒ‪-:‬‬
‫ﺗﻢ ﺇﺳﺘﺨﺪﺍﻡ أﻧﻈﻤﺔ ﺍﻟﺘﻜﻴﻴﻒ ﺍﻟﻤﺮﻛﺰﻱ ﻟﻜﺒﺮ ﺍﻟﻤﺒﻨﻰ ﻭ ﺗﻌﺪﺩ‬ ‫‪-‬‬
‫ﻓﺮﺍﻏﺎﺗﻪ‪.‬‬
‫ﺗﻮﺟﺪ ‪ 3‬أﻧﻈﻤﺔ ﻟﻠﺘﻜﻴﻴﻒ ﺍﻟﻤﺮﻛﺰﻱ ﺗﻢ ﺇﺧﺘﻴﺎﺭ ﻣﻨﻬﺎ ﻧﻈﺎﻡ ﺍﻟﻬﻮﺍء‬ ‫‪-‬‬
‫ﺍﻟﺸﺎﻣﻞ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻤﺒﻨﻰ ﻋﺒﺎﺭﺓ ﻋﻦ ﻓﺮﺍﻏﺎﺕ ﻣﺘﻌﺪﺩﺓ‪.‬‬ ‫‪-‬‬
‫ﻭﻅﻴﻔﺔ ﺍﻟﻤﺒﻨﻰ ﺗﺤﺘﺎﺝ ﻟﻠﺘﺤﻜﻢ ﺍﻟﻤﺮﻛﺰﻱ ﻭﺗﺸﺪﻳﺪ ﺍﻟﺘﺤﻜﻢ‬ ‫‪-‬‬
‫ﺑﺎﻟﺤﺮﺍﺭﺓ ﻭ ﺗﺠﺪﻳﺪ ﺍﻟﻬﻮﺍء ﻭ ﺍﻟﻀﻮﺿﺎء ﻭ ﺍﻟﺮﻁﻮﺑﺔ‪.‬‬
‫ﺣﺠﻢ ﺍﻟﻔﺮﺍﻏﺎﺕ ﻛﺒﻴﺮ ﻳﺴﻤﺢ ﺑﺈﻣﺮﺍﺭ ﻣﺴﺎﻟﻚ ﺍﻟﻬﻮﺍء ‪.‬‬ ‫‪-‬‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪79‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﺨﺎﺗﻤﺔ‬

‫ھﺎ ﻗﺩ ﻭﺻﻠﻧﺎ ﺍﻟﻰ ﺍﻟﺧﺗﺎﻡ ‪ ،‬ﻭﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ ﻻ ﻳﺧﻁﺭ ﻋﻠﻰ ﺑﺎﻟﻰ ﺇﻻ ﺃﻥ ﺃﻗﻭﻝ ﺃﻧﻧﻲ ﻭﺑﺣﻣﺩ ﷲ ﻋﺭﺿﺕ ﺭﺃﻳﻲ ﺍﻟﻣﺗﻭﺍﺿﻊ‬
‫ﻭﺃﺩﻟﻳﺕ ﺑﻔﻛﺭﺗﻲ ﺍﻟﺑﺳﻳﻁﺔ ﻓﻲ ﻣﻭﺿﻭﻋﻧﺎ ھﺫﺍ ﻟﻌﻝ ﷲ ﻗﺩ ﻳﻛﻭﻥ ﻭﻓﻖ ﻗﻠﻣﻰ ﻓﻰ ﺗﻘﺩﻳﻡ ﻓﻛﺭﻯ ﻭﺍﻟﺗﻌﺑﻳﺭ ﻋﻧﻪ ﻭﻓﻰ‬
‫ﺍﻟﻧﻬﺎﻳﺔ ﻣﺎ ﺃﻧﺎ ﺇﻻ ﺑﺷﺭ ﻭﺍﻟﺑﺷﺭ ﻗﺩ ﻳﺧﻁﺋﻭﻥ ﻭﻗﺩ ﻳﺻﻳﺑﻭﻥ ‪ ،‬ﻓﺎﺭﺟﻭﺍ ﻣﻥ ﷲ ﻋﺯ ﻭﺟﻝ ﺃﻥ ﺃﺟﺩ ﻓﻰ ﺳﻌﺔ ﺻﺩﺭﻛﻡ‬
‫ﻣﻐﻔﺭﺓ ﻻﺧﻁﺎﺋﻰ ﻭﺫﻻﺗﻰ ‪ ،‬ﻭﺃﻥ ﻳﻧﺎﻝ ﺍﻟﺑﺣﺙ ﺇﻋﺟﺑﺎﻛﻡ ‪ ،‬ﻭﺃﻥ ﻳﺗﺳﻊ ﺻﺩﺭﻛﻡ ﻟﺩﺭﺍﺳﺔ ﻣﺎ ﻗﺩﻣﺕ ﺩﻭﻥ ﻣﻠﻝ ‪ ،‬ﻭﺍﻟﺣﻣﺩ‪U‬‬
‫ﺍﻟﺫﻯ ھﺩﺍﻧﺎ ھﺩﺍﻧﺎ ﻟﻬﺫﺍ ﻭﻣﺎ ﻛﻧﺎ ﻟﻧﻬﺗﺩﻱ ﻟﻭﻻ ﺃﻥ ھﺩﺍﻧﺎ ﷲ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪80‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬

 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫ﺍﻟﻛﺗﺏ ‪:‬‬

‫‪ -‬أﺑﻨﻴﺔ ﺍﻟﻤﻜﺘﺒﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺨﺎﺻﺔ – ﷴ ﻣﺎﺟﺪ ﺧﻠﻮﺻﻲ‬

‫‪ -‬ﺩﺭﺍﺳﺎﺕ ﻓﻲ ﺍﻟﻛﺗﺏ ﻭﺍﻟﻣﻛﺗﺑﺎﺕ ) ﺩ ‪/‬ﻋﺑﺩ ﺍﻟﺳﺗﺎﺭ(‬

‫‪Neufert architect’s data -‬‬

‫ﻣﻭﺍﻗﻊ ﺍﻟﻭ ﻳﺏ‪:‬‬

‫ﻣﻠﺘﻘﻰ ﺍﻟﻤﻬﻨﺪﺳﻴﻦ ﺍﻟﻌﺮﺏ‬ ‫‪-‬‬

‫ﺷﺒﻜﺔ ﺍﻟﻌﻤﺎﺭﺓ ﻟﻠﺠﻤﻴﻊ‬ ‫‪-‬‬
‫‪www.m3mary.com‬‬ ‫‪-‬‬
‫ﻣﺤﺮﻙ ﺍﻟﺒﺤﺚ‪www.google.com‬‬ ‫‪-‬‬

‫ﻣﻌﻠﻭﻣﺎﺕ‪:‬‬

‫‪ -‬ﻣﺮﻛﺰ ﺍﻟﻔﻴﺼﻞ ﺍﻟﺜﻘﺎﻓﻲ‬

‫‪ -‬ﻭﺯﺍﺭﺓ ﺍﻟﺜﻘﺎﻓﺔ ﻭ ﺍﻹﻋﻼﻡ‬

‫ﻣﻬﻳﺩﺓ ﺧﺎﻟﺩ ﷴ ﻋﺑﺩ ﷲ ﺍﻟﺣﺳﻥ‬ ‫‪81‬‬ ‫ﻧﺎﺩﻱ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻣﻁﺎﻟﻌﺔ‬