{"id":41,"date":"2021-08-22T11:56:34","date_gmt":"2021-08-22T11:56:34","guid":{"rendered":"https:\/\/mak-secondary.edu.lb\/?page_id=41"},"modified":"2021-09-30T09:07:01","modified_gmt":"2021-09-30T09:07:01","slug":"school-policies","status":"publish","type":"page","link":"https:\/\/mak-secondary.edu.lb\/ar\/school-policies\/","title":{"rendered":"School policies"},"content":{"rendered":"<div class=\"vc_row wpb_row vc_row-fluid\"><div class=\"wpb_column vc_column_container vc_col-sm-8\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\"><div class=\"vc_tta-container\" data-vc-action=\"collapse\"><div class=\"vc_general vc_tta vc_tta-tabs vc_tta-color-sky vc_tta-style-classic vc_tta-shape-rounded vc_tta-spacing-1 vc_tta-tabs-position-top vc_tta-controls-align-left vc_tta-tabs_style-1\"><div class=\"vc_tta-tabs-container\"><ul class=\"vc_tta-tabs-list\"><li class=\"vc_tta-tab vc_active\" data-vc-tab><a href=\"#1632992083890-e65256bc-f771\" data-vc-tabs data-vc-container=\".vc_tta\"><span class=\"vc_tta-title-text\">School Policies<\/span><\/a><\/li><li class=\"vc_tta-tab\" data-vc-tab><a href=\"#1632992083891-94329532-76b6\" data-vc-tabs data-vc-container=\".vc_tta\"><span class=\"vc_tta-title-text\">Les politiques scolaires<\/span><\/a><\/li><li class=\"vc_tta-tab\" data-vc-tab><a href=\"#1632992597602-ac7b954f-c30a\" data-vc-tabs data-vc-container=\".vc_tta\"><span class=\"vc_tta-title-text\">\u0627\u0644\u0633\u064a\u0627\u0633\u0627\u062a \u0627\u0644\u062e\u0627\u0635\u0629 \u0628\u0627\u0644\u0645\u062f\u0631\u0633\u0629<\/span><\/a><\/li><\/ul><\/div><div class=\"vc_tta-panels-container\"><div class=\"vc_tta-panels\"><div class=\"vc_tta-panel vc_active\" id=\"1632992083890-e65256bc-f771\" data-vc-content=\".vc_tta-panel-body\"><div class=\"vc_tta-panel-heading\"><h4 class=\"vc_tta-panel-title\"><a href=\"#1632992083890-e65256bc-f771\" data-vc-accordion data-vc-container=\".vc_tta-container\"><span class=\"vc_tta-title-text\">School Policies<\/span><\/a><\/h4><\/div><div class=\"vc_tta-panel-body\">\n\t<div class=\"wpb_text_column wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<table width=\"501\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" height=\"653\">\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: large; color: #000000;\">Assessment Policy <\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">Assessment is the process of collecting, analyzing, and interpreting data about the learner\u2019s achievement and performance to improve teaching and enhance learning. Assessment is viewed as an integral part of effective planning, teaching, and learning and is central to effectively guiding learners in:<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u2022 understanding concepts<br \/>\n\u2022 acquiring knowledge<br \/>\n\u2022 mastering skills and developing attitudes<br \/>\n\u2022 taking responsible actions<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">At HHHS, teachers implement different types of assessment using a balanced range of assessment strategies such as observation, selected responses, open ended tasks, and performance based assessments. Since assessment is criteria based, teachers and students use different tools like rubrics, checklists, and anecdotal records to record data collected on students\u2019 performance.<br \/>\nAll teaching faculty are involved in assessing learners who are directly involved in evaluating their own work and using the information provided in formative assessments to improve their learning and deepen their understanding. Parents are able to use descriptors to assess the work of their children and stay well-informed about their progress by reading reports and attending conferences.<br \/>\nThe assessment policy is reviewed regularly as part of the curriculum review cycle and as part of the whole school strategic plan. The Pedagogical Leadership Team regularly reviews the implementation of the policy in classrooms and throughout the school. The complete version of the assessment policy is introduced to the school community through multiple path ways including Pedagogical Leadership Team meetings, staff meetings, and parents\u2019 sessions. New staff are familiarized with the document during orientation.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"color: #000000;\"><span style=\"font-size: large;\">Language Policy<\/span><\/span><\/p>\n<p><span style=\"font-size: small;\">At Houssam Eddine Hariri High School, we believe in language as a medium for communication, thinking, and creativity across the curriculum. Learning a mother tongue language, in addition to other languages, enhances the learner\u2019s knowledge and helps deepen his\/her understanding of life, culminating into an internationally-minded person. The Arabic language, our mother tongue, is valued and respected; therefore, we are firmly committed to maintaining and developing it in order to consolidate the cultural identity. In fact, learning language is a concept that is deeply rooted in the Lebanese history, culture, and educational and social systems. The English or French languages, in addition to the Arabic language, are the languages of instruction. French or English, as additional languages, are provided to learners from age seven, the fact that increases their intercultural understanding and international-mindedness.<br \/>\nLanguage is a key factor for intellectual growth; it allows learners to think and acquire knowledge, express their identity and interact with others, and communicate effectively in an ever-changing world. Language is also key to learning across the curriculum as we recognize that all learning takes place through language and all teachers are language teachers.<br \/>\nThe school language policy identifies the principles and practices of teaching language. Reading, writing, listening, speaking, media awareness, and the study of literature, which is an integral part of the curriculum, are the focal points of language instruction. The Library and Media Centers in Houssam Eddine Hariri High School are used as main resources for inquiry and research. The school library has specialized sections for the three languages of instruction. An annual budget is allocated in order to expand the library collections, taking into account having a range that covers a variety of cultures to promote international-mindedness. The community is considered a valuable resource to aid language learning as students go on numerous field trips and use different languages in various contexts. Guest speakers are frequently invited to the school, and they communicate in English, in French or in our country\u2019s mother tongue language, Arabic.<br \/>\nThe language policy is reviewed regularly as part of the curriculum review cycle and as part of the whole school strategic plan. The Pedagogical Leadership Team regularly reviews the implementation of the policy in classrooms and throughout the school. The complete version of the language policy is introduced to the school community through multiple path ways including Pedagogical Leadership Team meetings, staff meetings, and parents\u2019 sessions. New staff are familiarized with the document during orientation.<br \/>\n<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"color: #000000;\"><span style=\"font-size: large;\">Special Education Needs Policy<\/span><\/span><\/p>\n<p><span style=\"font-size: small;\">The teachers, administrators, and staff of Houssam Eddine Hariri High School believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. Accordingly, HHHS staff has developed agreements around the principles that drive the school\u2019s approaches to inclusive education: <\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 Every Child has the right to obtain an education in the setting most appropriate for his or her needs. <\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 The education of children should take place in the least restrictive, most normalized education setting in which these children can benefit. <\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 All children have the right to access an education that encompasses their spiritual, physical, social, emotional, and cognitive development to prepare them adequately for lifelong learning. <\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">The purpose of the Division of Special Education is to provide leadership, guidance, and support to the school community in order to maximize learning for all students within an inclusive environment so that each student will contribute to and benefit from our diverse society.<br \/>\nOur educational program will give our students the tools to understand themselves, deepen their beliefs, explore the world around them, and enable them to live independent lives.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">In order to provide quality education for all students, the department of Special Education recommends that the personnel are responsible to:<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 Provide a continuum of service and differentiated curriculum for HHHS students with special needs.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 Provide procedures for the identification and assessment of students with special needs inside and outside school.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 Attempt to address special needs as early as possible, recognizing the benefits of early intervention.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 Foster and maintain cooperative relationships with agencies, associations and centers providing social and academic services to the special needs population.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0 \u00a0Plan appropriate and useful professional development to assist school personnel in learning how to teach students with a variety of special needs.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">\u00a0\u00a0 Recognize specialized strategies and equipment to ensure the appropriate teaching methodologies and styles.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\"> \u00a0 Make students with the special needs self-sufficient and productive citizens in the global market place.<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\"> \u00a0 Identify roles and responsibilities of stakeholders.<\/span><\/p>\n<p>The detailed Special Education Needs policy is communicated with the school community through staff meetings and parents\u2019 sessions. The policy is reviewed regularly as part of the curriculum review cycle and as part of the whole school strategic plan. New staff are familiarized with the document during orientation.<\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"color: #000000;\"><b> <span style=\"font-size: large;\">Academic Honesty-Abridged<br \/>\nSchool Policy 2018\/2019<\/span><\/b><\/span><\/p>\n<p><b>Definitions of Academic Honesty\/Integrity:<\/b><br \/>\nAcademic Honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment (IB Academic Honesty Guide).<\/p>\n<p>Also, Academic integrity is the moral code or ethical policy of academia and includes values such as avoidance of cheating or plagiarism, maintenance of academic standard, honesty and rigor in research and publishing (IGI Global, &#8220;What is Academic Integrity&#8221;).<\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\"><br \/>\n<b>Philosophy<\/b><br \/>\nAligned by the IB philosophy, Houssam Eddine Hariri High School fosters engaged learning, international education and rigorous inquiry in all of its students, faculty and staff. Academic honesty in one\u2019s work, words, ideas and actions are essential to our vision. We reinforce our advocacy to academic freedom, meaningful exchange of ideas, the promotion of learning, and the pursuit of knowledge which can only be achieved when academic integrity prevails. The policies and procedures in this document are declared by HHHS mission and vision and by the attributes of the International Baccalaureate (IB) learner profile.<br \/>\nWe are looking forward to a productive partnership with students and parents to ensure that we can achieve student\u2019s best interest.<br \/>\nPurpose\/ Goals<br \/>\nHHHS develops its own policy to foster a culture of academic honesty at school where individuals assume responsibility for their work, understand its basic principles and practices, and uphold its ideals.<\/span><\/p>\n<p><b>Academic Dishonesty:<br \/>\nAcademic dishonesty (malpractice) includes:<\/b><\/p>\n<p>1. <b>Plagiarism<\/b>: is the representation of the ideas or work of another person as one\u2019s own. Also, the use of translated materials, unless indicated and acknowledged, is also considered plagiarism.<\/p>\n<p>2. <b>Collusion<\/b>: is supporting the malpractice by another student or assisting another student\u2019s academic dishonesty. Examples:<br \/>\na. Allowing one\u2019s work to be copied or done by another.<br \/>\nb. Allowing another student to copy from one\u2019s examination, paper, homework, assignment, or other subject.<\/p>\n<p>3. <b>Cheating<\/b>: the use or attempted use of unauthorized assistance during examinations, writing assignments, etc.<br \/>\n4. <b>Duplication of work<\/b>: presenting the same projects, assignments in different courses.<\/p>\n<p>&nbsp;<\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\"> <b>Student Responsibilities:<br \/>\n<\/b>1. Ensure that all the work they submit \u201cis authentic, with the work or ideas of others fully and correctly acknowledged\u201d (IB, p.7)<br \/>\n2. Respect the school\u2019s deadlines regarding assignments, projects, etc.<br \/>\n3. Understand the proper ways and methods for citations and referencing referring back to handouts and online citation sites provided by the teacher.<br \/>\n4. Ask the teachers and librarians for help if any of the citation methods is not clear and including internet sources.<br \/>\n5. Do not engage in any form of academic dishonesty at any time, including but not limited to collusion, duplication of work, plagiarism, and all other forms of cheating.<br \/>\n6. Understand the consequences of malpractice.<br \/>\n7. Understand and abide by the fair use and copyright permission.<br \/>\n8. Abide by netiquette ethics and rules.<br \/>\n<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\"> <b>Par<\/b><b>ent Responsibility:<\/b><br \/>\n1. Read and understand the Academic Honesty Policy after informative orientation session.<br \/>\n2. Ensure that the Academic Honesty policy is well discussed and understood by their children (sons, daughters).<br \/>\n<\/span><\/p>\n<p dir=\"ltr\" align=\"center\"><span style=\"color: #000000;\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/mak-secondary.edu.lb\/test\/English\/Academics\/Academic%20Honesty%20Policy%20Abridged%202018-2019_Page_3.jpg\" width=\"518\" height=\"626\" border=\"0\" \/><\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\">__________<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"font-size: small; color: #000000;\"> <b>References<\/b><br \/>\nInternational Baccalaureate Organization. (2013). Handbook of procedures for the diploma Programme. Cardiff, Wales, United Kingdom.<br \/>\nInternational Baccalaureate Organization. Diploma programme academic honesty. (2011, July). Wales, United Kingdom: Retrieved from http:\/\/occ.ibo.org\/ibis\/occ\/Utils\/getFile2.cfm?source=\/ibis\/occ\/spec\/malpr.cfm&amp;filename=general%2Fspecific_interest%2Fmalpractice%2Fg_0_malpr_sup_1107_1HLD_e%2Epdf<br \/>\nInternational Baccalaureate Organization. (2011).<\/span><\/p>\n<p dir=\"ltr\" align=\"left\"><span style=\"color: #000000;\"><span style=\"font-size: small;\">\u00a0General regulations: Diploma programme. Cardiff, Wales, United Kingdom.<\/span><span style=\"font-size: large;\"><br \/>\n<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><div class=\"vc_tta-panel\" id=\"1632992083891-94329532-76b6\" data-vc-content=\".vc_tta-panel-body\"><div class=\"vc_tta-panel-heading\"><h4 class=\"vc_tta-panel-title\"><a href=\"#1632992083891-94329532-76b6\" data-vc-accordion data-vc-container=\".vc_tta-container\"><span class=\"vc_tta-title-text\">Les politiques scolaires<\/span><\/a><\/h4><\/div><div class=\"vc_tta-panel-body\">\n\t<div class=\"wpb_text_column wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<p><strong>La politique de l\u2019\u00e9ducation des enfants \u00e0 besoins sp\u00e9cifiques (l\u2019\u00e9ducation inclusive)<\/strong><\/p>\n<p>Les enseignants, les administrateurs et le personnel du lyc\u00e9e Houssam Eddine Hariri croient en l\u2019\u00e9galit\u00e9 de la valeur et de la dignit\u00e9 de tous les \u00e9tudiants et s\u2019engagent \u00e0 \u00e9duquer tous les \u00e9l\u00e8ves du lyc\u00e9e avec le maximum de potentiel. Pour ce, le personnel du lyc\u00e9e Houssam Eddine Hariri a \u00e9labor\u00e9 des accords autour des principes qui dirigent les approches de l\u2019\u00e9cole vers l\u2019\u00e9ducation inclusive: \u00a0 Chaque enfant a le droit d\u2019obtenir une \u00e9ducation appropri\u00e9e \u00e0 ses besoins. \u00a0 L\u2019\u00e9ducation des enfants devrait avoir lieu dans un cadre d\u2019\u00e9ducation le moins restrictif, le plus normalis\u00e9 duquel ces enfants peuvent b\u00e9n\u00e9ficier. \u00a0 Tous les enfants ont le droit d\u2019acc\u00e9der \u00e0 une \u00e9ducation qui englobe leur d\u00e9veloppement spirituel, physique, social, \u00e9motionnel et cognitif pour les pr\u00e9parer ad\u00e9quatement \u00e0 l\u2019apprentissage tout au long de la vie.<br \/>\nLe but de la Division de l\u2019\u00e9ducation sp\u00e9cialis\u00e9e est de fournir un leadership, une orientation et un soutien \u00e0 la communaut\u00e9 scolaire afin de maximiser l\u2019apprentissage pour tous les \u00e9l\u00e8ves dans un environnement inclusif afin que chaque \u00e9l\u00e8ve puisse contribuer et b\u00e9n\u00e9ficier de notre soci\u00e9t\u00e9 diversifi\u00e9e. Notre programme \u00e9ducatif donnera \u00e0 nos \u00e9tudiants les outils pour se comprendre, approfondir leurs croyances, explorer le monde qui les entoure et permettre de mener une vie autonome. Pour fournir une \u00e9ducation de qualit\u00e9 \u00e0 tous les \u00e9l\u00e8ves, le d\u00e9partement de l\u2019\u00e9ducation sp\u00e9cialis\u00e9e recommande que le personnel soit responsable de : \u00a0 Fournir un continuum de services et un curriculum diff\u00e9renci\u00e9 pour les \u00e9tudiants ayant des besoins sp\u00e9ciaux au lyc\u00e9e Houssam Eddine Hariri. \u00a0 Fournir des proc\u00e9dures pour l\u2019identification et l\u2019\u00e9valuation des \u00e9l\u00e8ves ayant des besoins sp\u00e9ciaux \u00e0 l\u2019int\u00e9rieur et \u00e0 l\u2019ext\u00e9rieur de l\u2019\u00e9cole. \u00a0 Tenter de r\u00e9pondre aux besoins sp\u00e9ciaux le plus t\u00f4t possible, en reconnaissant les avantages de l\u2019intervention pr\u00e9coce. \u00a0 Favoriser et maintenir des relations de coop\u00e9ration avec des agences, des associations et des centres offrant des services sociaux et acad\u00e9miques \u00e0 la population ayant des besoins sp\u00e9ciaux. \u00a0 Planifier un d\u00e9veloppement professionnel appropri\u00e9 et utile pour aider le personnel de l\u2019\u00e9cole \u00e0 apprendre \u00e0 enseigner des \u00e9l\u00e8ves ayant une vari\u00e9t\u00e9 de besoins sp\u00e9ciaux. \u00a0 Reconna\u00eetre les strat\u00e9gies et les \u00e9quipements sp\u00e9cialis\u00e9s pour assurer les m\u00e9thodologies et les styles d\u2019enseignement appropri\u00e9s. \u00a0 Faire des \u00e9tudiants aux besoins sp\u00e9ciaux des citoyens autonomes et productifs sur le march\u00e9 mondial. \u00a0 Identifier les r\u00f4les et les responsabilit\u00e9s des membres du d\u00e9partement.. La politique d\u00e9taill\u00e9e l\u2019\u00e9ducation \u00e0 besoins sp\u00e9ciaux est communiqu\u00e9e avec la communaut\u00e9 scolaire par le biais des r\u00e9unions du personnel et durant les sessions adress\u00e9es aux parents. La politique est r\u00e9guli\u00e8rement examin\u00e9e en tant que partie essentielle du processus de la r\u00e9vision du programme dans le cadre du plan strat\u00e9gique de l\u2019ensemble de l\u2019\u00e9cole.. Le nouveau personnel est familiaris\u00e9 avec le document lors de son orientation. \u00a0 \u00a0 La politique de l\u2019\u00e9valuation<\/p>\n<p>L\u2019\u00e9valuation est le processus de collecte, d\u2019analyse et d\u2019interpr\u00e9tation des donn\u00e9es sur la r\u00e9ussite et la performance de l\u2019apprenant pour am\u00e9liorer l\u2019enseignement et l\u2019apprentissage. L\u2019\u00e9valuation est consid\u00e9r\u00e9e comme faisant partie int\u00e9grante de la planification, de l\u2019enseignement et de l\u2019apprentissage efficaces et est essentielle pour guider efficacement les apprenants dans: \u2022 la compr\u00e9hension des concepts \u2022 l\u2019acquisition des connaissances \u2022 la ma\u00eetrise des savoir-faire et le d\u00e9veloppement des savoir-\u00eatre \u2022 la prise de mesures responsables Au lyc\u00e9e Houssam Eddine Hariri, les enseignants mettent en \u0153uvre diff\u00e9rents types d\u2019\u00e9valuation en utilisant une gamme \u00e9quilibr\u00e9e de strat\u00e9gies d\u2019\u00e9valuation telles que l\u2019observation, les r\u00e9ponses choisies, les t\u00e2ches ouvertes et les \u00e9valuations centr\u00e9es sur la d\u00e9marche. Vu que l\u2019\u00e9valuation est bas\u00e9e sur les crit\u00e8res, les enseignants et les \u00e9l\u00e8ves utilisent diff\u00e9rents outils comme les grilles d\u2019\u00e9valuation, les listes de contr\u00f4le et les fiches anecdotiques pour consigner les donn\u00e9es recueillies sur la performance des \u00e9l\u00e8ves. Tous les enseignants sont impliqu\u00e9s dans l\u2019\u00e9valuation des apprenants qui, \u00e0 leur tour, participent directement \u00e0 l\u2019\u00e9valuation de leur propre travail tout en utilisant les informations fournies dans les \u00e9valuations formatives afin d\u2019am\u00e9liorer leur apprentissage et approfondir leur compr\u00e9hension. Les parents peuvent utiliser des descripteurs pour \u00e9valuer le travail de leurs enfants et rester inform\u00e9s de leurs progr\u00e8s en lisant des rapports et en assistant \u00e0 des conf\u00e9rences. La politique d\u2019\u00e9valuation est r\u00e9guli\u00e8rement examin\u00e9e en tant que partie essentielle du processus de la r\u00e9vision du programme dans le cadre du plan strat\u00e9gique de l\u2019ensemble de l\u2019\u00e9cole. L\u2019\u00e9quipe de \u00ab leadership \u00bb p\u00e9dagogique examine r\u00e9guli\u00e8rement la mise en \u0153uvre de la politique dans les salles de classe \u00e0 travers l\u2019\u00e9cole. La version compl\u00e8te de la politique d\u2019\u00e9valuation est pr\u00e9sent\u00e9e \u00e0 la communaut\u00e9 scolaire \u00e0 plusieurs reprises, y compris les r\u00e9unions de l\u2019\u00e9quipe de leadership p\u00e9dagogique, les r\u00e9unions de toute l\u2019\u00e9quipe et les sessions de formation des parents. Le nouveau personnel est familiaris\u00e9 avec le document lors de son orientation.<br \/>\nPolitique linguistique<\/p>\n<p>Au Lyc\u00e9e Houssam Eddine Hariri, nous croyons en une conception qui d\u00e9finit la langue comme \u00e9tant un outil de communication, de r\u00e9flexion et de cr\u00e9ativit\u00e9. L\u2019apprentissage d\u2019une langue maternelle et d\u2019autres langues, am\u00e9liore la connaissance de l\u2019apprenant, contribue \u00e0 approfondir sa compr\u00e9hension de la vie et vise \u00e0 former des personnes sensibles \u00e0 la r\u00e9alit\u00e9 internationale.<\/p>\n<p>La langue arabe, notre langue maternelle, est bien respect\u00e9e et mise en valeur. En effet, nous sommes fortement engag\u00e9s \u00e0 la maintenir et \u00e0 la d\u00e9velopper dans le but de consolider notre identit\u00e9 culturelle. En fait, L\u2019apprentissage des langues est profond\u00e9ment enracin\u00e9 dans l\u2019histoire, la culture et les syst\u00e8mes \u00e9ducatifs et sociaux au Liban. La langue anglaise ou fran\u00e7aise, en plus de la langue maternelle sont les langues d\u2019enseignement.<br \/>\nLe fran\u00e7ais ou l\u2019anglais sont fournis, comme langue \u00e9trang\u00e8re, aux apprenants d\u00e8s l\u2019\u00e2ge de 7 ans, ce qui d\u00e9veloppe leur compr\u00e9hension interculturelle et leur sensibilit\u00e9 \u00e0 la r\u00e9alit\u00e9 internationale.<\/p>\n<p>La langue est un \u00e9l\u00e9ment primordial pour le d\u00e9veloppement intellectuel. Elle permet aux apprenants de r\u00e9fl\u00e9chir et d\u2019acqu\u00e9rir des connaissances, d\u2019exprimer leur identit\u00e9, d\u2019interagir avec les autres et de communiquer d\u2019une mani\u00e8re efficace dans un monde en changement perp\u00e9tuel.<br \/>\nLa langue est \u00e9galement un \u00e9l\u00e9ment essentiel pour apprendre \u00e0 travers le curriculum puisque nous consid\u00e9rons que tout apprentissage a lieu \u00e0 travers le langage et tous les enseignants sont des enseignants de langues.<\/p>\n<p>La politique linguistique identifie les principes et les pratiques de l\u2019enseignement de la langue. La lecture, l\u2019\u00e9criture, l\u2019\u00e9coute et l\u2019expression orale, la sensibilisation aux m\u00e9dias et l\u2019\u00e9tude de la litt\u00e9rature, qu\u2019est une partie essentielle dans le programme d\u2019\u00e9tudes, sont consid\u00e9r\u00e9es comme des points fondamentaux dans le processus de l\u2019apprentissage de la langue. Au lyc\u00e9e Houssam Eddine Hariri, les CDI sont des centres de ressources essentiels pour la recherche et l\u2019enqu\u00eate. Le CDI de l\u2019\u00e9tablissement contient des sections pour les trois langues d\u2019apprentissage et d\u2019enseignement. Un budget annuel est consacr\u00e9 pour accro\u00eetre les ressources du CDI en tenant compte de la diversit\u00e9 culturelle afin de renforcer la sensibilit\u00e9 internationale. La communaut\u00e9 est consid\u00e9r\u00e9e comme une ressource essentielle pour aider \u00e0 l\u2019apprentissage des langues puisque les apprenants font plusieurs sorties et utilise diff\u00e9rentes langues dans des contextes vari\u00e9s. Des conf\u00e9renciers sont souvent invit\u00e9s \u00e0 l\u2019\u00e9cole et ils communiquent en Fran\u00e7ais, en Anglais ou en notre langue maternelle, l\u2019Arabe.<br \/>\nLa politique linguistique est r\u00e9guli\u00e8rement r\u00e9vis\u00e9e dans le cadre de la r\u00e9vision du curriculum et aussi dans le cadre du plan strat\u00e9gique de l\u2019\u00e9tablissement. L\u2019\u00e9quipe p\u00e9dagogique revoit r\u00e9guli\u00e8rement l\u2019application de la politique dans les classes et dans l\u2019\u00e9tablissement.<br \/>\nLa version compl\u00e8te de la politique linguistique est introduite \u00e0 la communaut\u00e9 scolaire \u00e0 travers plusieurs moyens y compris la r\u00e9union de l\u2019\u00e9quipe p\u00e9dagogique, les r\u00e9unions du personnel, et les sessions des parents. Le nouveau personnel se familiarise avec le document durant les sessions d\u2019orientation.<\/p>\n<p>L\u2019honn\u00eatet\u00e9 acad\u00e9mique (abr\u00e9g\u00e9)<\/p>\n<p>D\u00e9finitions de l\u2019honn\u00eatet\u00e9 et de l\u2019int\u00e9grit\u00e9 acad\u00e9miques:<br \/>\nL\u2019honn\u00eatet\u00e9 acad\u00e9mique doit \u00eatre per\u00e7ue comme un ensemble de valeurs et de comp\u00e9tences favorisant le d\u00e9veloppement personnel, l\u2019int\u00e9grit\u00e9 et les bonnes pratiques en mati\u00e8re d\u2019enseignement, d\u2019apprentissage et d\u2019\u00e9valuation (Guide pour l\u2019honn\u00eatet\u00e9 acad\u00e9mique de l\u2019IB).<br \/>\nEn outre, l\u2019int\u00e9grit\u00e9 acad\u00e9mique est le code moral ou la politique \u00e9thique du monde acad\u00e9mique et comprend<br \/>\ndes valeurs telles qu\u2019\u00e9viter la tricherie ou le plagiat et maintenir le niveau acad\u00e9mique, l\u2019honn\u00eatet\u00e9 et la rigueur dans la recherche et l\u2019\u00e9dition (IGI Global, \u201cQu\u2019est-ce que l\u2019int\u00e9grit\u00e9 acad\u00e9mique ?\u201d).<br \/>\n<strong>La philosophie<\/strong><br \/>\nAdoptant la philosophie de l\u2019IB, le lyc\u00e9e Houssam Eddine Hariri encourage \u00e0 l\u2019apprentissage, \u00e0 l\u2019\u00e9ducation internationale et \u00e0 la pratique d\u2019une enqu\u00eate rigoureuse aupr\u00e8s de tous ses \u00e9tudiants, ses professeurs et tout son personnel. L\u2019honn\u00eatet\u00e9 acad\u00e9mique au niveau du travail, les mots, des id\u00e9es et des actions est essentielle \u00e0 la r\u00e9alisation de notre vision.<br \/>\nNous renfor\u00e7ons le soutien de la libert\u00e9 acad\u00e9mique, de l\u2019\u00e9change d\u2019id\u00e9es significatif et fructueux, la promotion de l\u2019apprentissage et la recherche de connaissances qui ne peuvent \u00eatre atteintes que quand l\u2019int\u00e9grit\u00e9 acad\u00e9mique pr\u00e9vaut. Les politiques et proc\u00e9dures d\u00e9crites dans ce document sont d\u00e9clar\u00e9es dans la mission et la vision du HHHS de m\u00eame que dans \u00ab le profil de l\u2019apprenant au baccalaur\u00e9at \u00bb (IB).<br \/>\nNous nous attendons \u00e0 un partenariat productif avec les \u00e9l\u00e8ves et les parents pour nous assurer que nous pouvons atteindre le meilleur int\u00e9r\u00eat des \u00e9tudiants.<br \/>\n<strong>Les buts \/ les objectifs<\/strong><br \/>\nHHHS d\u00e9veloppe sa propre politique pour promouvoir une culture d\u2019honn\u00eatet\u00e9 acad\u00e9mique \u00e0 l\u2019\u00e9cole o\u00f9 chaque individu assume la responsabilit\u00e9 de son travail, comprend ses principes de base et ses pratiques et d\u00e9fend ses id\u00e9aux.<br \/>\n<strong>La malhonn\u00eatet\u00e9 acad\u00e9mique<\/strong><br \/>\nLa malhonn\u00eatet\u00e9 acad\u00e9mique comprend: 1. Le plagiat: C\u2019est la pr\u00e9sentation des id\u00e9es ou du travail d\u2019autrui comme \u00e9tant les n\u00f4tres.<br \/>\nEn outre, l\u2019utilisation des documents traduits, sans indication pr\u00e9cise de la r\u00e9f\u00e9rence et une mention \u00e9crite, est \u00e9galement consid\u00e9r\u00e9e comme plagiat. 2. La collusion: C\u2019est soutenir la mauvaise pratique d\u2019un autre \u00e9tudiant ou \u00eatre complice en l\u2019aidant \u00e0 pratiquer la malhonn\u00eatet\u00e9 acad\u00e9mique. Exemples:<br \/>\na. Permettre \u00e0 quelqu\u2019un de copier le travail de quelqu\u2019un d\u2019autre ou m\u00eame lui demander de faire le travail au lieu de l\u2019\u00e9tudiant auquel il \u00e9tait assign\u00e9.<br \/>\nb. Permettre \u00e0 un autre \u00e9tudiant de copier l\u2019examen de quelqu\u2019un d\u2019autre, sa recherche, ses devoirs, son travail ou autre. 3. La tricherie: L\u2019utilisation ou la tentative d\u2019utilisation d\u2019une assistance non autoris\u00e9e pendant les examens, les travaux \u00e9crits, etc. 4. La duplication des travaux: La pr\u00e9sentation des m\u00eames projets ou devoirs dans diff\u00e9rents cours ou mati\u00e8res.<\/p>\n<p><strong><br \/>\nLes responsabilit\u00e9s de l\u2019\u00e9tudiant<\/strong> 1. S\u2019assurer que tout travail remis \u201cest authentique, avec le travail ou les id\u00e9es des autres pleinement et correctement reconnus \u00bb (IB, p.7) 2. Respecter les d\u00e9lais de l\u2019\u00e9cole concernant les devoirs, les projets, etc. 3. Comprendre les voies et m\u00e9thodes appropri\u00e9es pour les citations et les r\u00e9f\u00e9rences renvoyant aux documents et aux sites de citation en ligne fournis par l\u2019enseignant. 4. Demander de l\u2019aide aux enseignants et aux biblioth\u00e9caires si l\u2019une des m\u00e9thodes de citation n\u2019est pas claire, y compris les sources sur l\u2019Internet. 5. Ne s\u2019engager dans aucune forme de malhonn\u00eatet\u00e9 acad\u00e9mique y compris la collusion, la duplication de travail, le plagiat et toutes les autres formes de tricherie. 6. Comprendre les cons\u00e9quences d\u2019une mauvaise pratique professionnelle. 7. Comprendre et respecter l\u2019utilisation \u00e9quitable et les droits d\u2019auteur. 8. Respecter l\u2019\u00e9thique et les r\u00e8gles de la n\u00e9tiquette.<\/p>\n<p><strong>Les responsabilit\u00e9s parentales<\/strong> 1. Lire et comprendre la politique sur l\u2019honn\u00eatet\u00e9 acad\u00e9mique apr\u00e8s une session informative d\u2019orientation. 2. S\u2019assurer que la politique d\u2019honn\u00eatet\u00e9 acad\u00e9mique est bien discut\u00e9e et comprise par leurs enfants. <img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/mak-secondary.edu.lb\/test\/English\/Academics\/french_Page_3.jpg\" width=\"500\" height=\"637\" \/> <strong>R\u00e9f\u00e9rences<\/strong><br \/>\nOrganisation du Baccalaur\u00e9at International. (2013). Manuel de proc\u00e9dures pour le programme de dipl\u00f4me. Cardiff, Pays de Galles, Royaume-Uni.<br \/>\nOrganisation du Baccalaur\u00e9at International. Programme du dipl\u00f4me honn\u00eatet\u00e9 acad\u00e9mique. (2011, Juillet). Pays de Galles, Royaume-Uni: R\u00e9cup\u00e9r\u00e9e de : http:\/\/occ.ibo.org\/ibis\/occ\/Utils\/getFile2.cfm?source=\/ibis\/occ\/spec\/malpr.cfm&amp;filename = general% 2Fspecific_interest% 2Fmalpractice% 2Fg_0_malpr_sup_1107_1HLD_e% 2Epdf<br \/>\nOrganisation du Baccalaur\u00e9at International. (2011). R\u00e8glement g\u00e9n\u00e9ral: Programme du dipl\u00f4me. Cardiff, Pays de Galles, Royaume-Uni.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><div class=\"vc_tta-panel\" id=\"1632992597602-ac7b954f-c30a\" data-vc-content=\".vc_tta-panel-body\"><div class=\"vc_tta-panel-heading\"><h4 class=\"vc_tta-panel-title\"><a href=\"#1632992597602-ac7b954f-c30a\" data-vc-accordion data-vc-container=\".vc_tta-container\"><span class=\"vc_tta-title-text\">\u0627\u0644\u0633\u064a\u0627\u0633\u0627\u062a \u0627\u0644\u062e\u0627\u0635\u0629 \u0628\u0627\u0644\u0645\u062f\u0631\u0633\u0629<\/span><\/a><\/h4><\/div><div class=\"vc_tta-panel-body\">\n\t<div class=\"wpb_text_column wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<p dir=\"rtl\" align=\"right\"><span style=\"font-size: 14pt;\"><b>\u0627\u0644\u0633\u064a\u0627\u0633\u0627\u062a \u0627\u0644\u062e\u0627\u0635\u0629 \u0628\u0627\u0644\u0645\u062f\u0631\u0633\u0629<\/b><\/span><\/p>\n<p dir=\"rtl\" align=\"right\"><b>\u0633\u064a\u0627\u0633\u0629 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\u0627\u0644\u0627\u0645\u062a\u062d\u0627\u0646\u0627\u062a \u0627\u0644\u0623\u0643\u0627\u062f\u064a\u0645\u064a\u0629 \u0623\u0648 \u063a\u064a\u0631\u0647\u0627 \u0645\u0646 \u0627\u0644\u0645\u0647\u0627\u0645 \u0627\u0644\u0645\u0648\u0643\u0644\u0629 \u0644\u0644\u0637\u0644\u0627\u0628.<\/p>\n<p dir=\"rtl\" align=\"right\"><b>4- \u0627\u0644\u0627\u0632\u062f\u0648\u0627\u062c\u064a\u0629 \u0641\u064a \u0627\u0644\u0639\u0645\u0644 :<\/b> \u062a\u0642\u062f\u064a\u0645 \u0646\u0641\u0633 \u0627\u0644\u0645\u0634\u0627\u0631\u064a\u0639 \u0648\u0627\u0644\u0648\u0627\u062c\u0628\u0627\u062a \u0641\u064a \u062f\u0648\u0631\u0627\u062a \u0645\u062e\u062a\u0644\u0641\u0629 .<\/p>\n<p dir=\"rtl\" align=\"right\"><b>\u0645\u0633\u0624\u0648\u0644\u064a\u0627\u062a<\/b> <b>\u0627\u0644\u0637\u0644\u0627\u0628<\/b><br \/>\n1- \u0627\u0644\u062a\u0623\u0643\u0651\u062f \u0645\u0646 \u0623\u0646\u0651 \u062c\u0645\u064a\u0639 \u0627\u0644\u0623\u0639\u0645\u0627\u0644 \u0627\u0644\u062a\u064a \u064a\u0642\u062f\u0645\u0648\u0646\u0647\u0627 \u201c\u0635\u062d\u064a\u062d\u0629 \u060c \u0645\u0639 \u0627\u0644\u0627\u0639\u062a\u0631\u0627\u0641 \u0628\u0639\u0645\u0644 \u0623\u0648 \u0623\u0641\u0643\u0627\u0631 \u0627\u0644\u0622\u062e\u0631\u064a\u0646 \u0628\u0634\u0643\u0644 \u0643\u0627\u0645\u0644 \u0648\u0635\u062d\u064a\u062d (IB)<br \/>\n2- \u0627\u062d\u062a\u0631\u0627\u0645 \u0627\u0644\u0645\u0648\u0627\u0639\u064a\u062f \u0627\u0644\u0646\u0647\u0627\u0626\u064a\u0629 \u0627\u0644\u062a\u064a \u062a\u062d\u062f\u0651\u062f\u0647\u0627 \u0627\u0644\u0645\u062f\u0631\u0633\u0629 \u0644\u0644\u0648\u0627\u062c\u0628\u0627\u062a \u0648\u0627\u0644\u0645\u0647\u0627\u0645 \u0627\u0644\u0645\u0637\u0644\u0648\u0628\u0629 \u0648\u063a\u064a\u0631\u0647\u0627.<br \/>\n3- \u0641\u0647\u0645 \u0627\u0644\u0637\u0631\u0642 \u0648\u0627\u0644\u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u0635\u062d\u064a\u062d\u0629 \u0644\u0644\u0625\u0642\u062a\u0628\u0627\u0633\u0627\u062a \u0648 \u0627\u0644\u0631\u062c\u0648\u0639 \u0625\u0644\u0649 \u0627\u0644\u0646\u0634\u0631\u0627\u062a \u0648\u0627\u0644\u0645\u0648\u0627\u0642\u0639 \u0627\u0644\u0625\u0644\u0643\u062a\u0631\u0648\u0646\u064a\u0651\u0629 \u0627\u0644\u062a\u064a \u064a\u0642\u062f\u0651\u0645\u0647\u0627 \u0627\u0644\u0645\u0639\u0644\u0645.<br \/>\n4- \u0637\u0644\u0628 \u0645\u0633\u0627\u0639\u062f\u0629 \u0627\u0644\u0645\u062f\u0631\u0633\u064a\u0646 \u0648\u0623\u0645\u0646\u0627\u0621 \u0627\u0644\u0645\u0643\u062a\u0628\u0627\u062a \u0625\u0630\u0627 \u0643\u0627\u0646\u062a \u0623\u064a \u0645\u0646 \u0637\u0631\u0642 \u0627\u0644\u0625\u0642\u062a\u0628\u0627\u0633\u0627\u062a \u063a\u064a\u0631 \u0648\u0627\u0636\u062d\u0629 \u0628\u0645\u0627 \u0641\u064a \u0630\u0644\u0643 \u0645\u0635\u0627\u062f\u0631 \u0627\u0644\u0625\u0646\u062a\u0631\u0646\u062a.<br \/>\n5- \u0639\u062f\u0645 \u0627\u0644\u0645\u0634\u0627\u0631\u0643\u0629 \u0641\u064a \u0623\u064a \u0634\u0643\u0644 \u0645\u0646 \u0623\u0634\u0643\u0627\u0644 \u0627\u0646\u062a\u0647\u0627\u0643 \u0627\u0644\u0623\u0645\u0627\u0646\u0629 \u0627\u0644\u0623\u0643\u0627\u062f\u064a\u0645\u064a\u0629 \u0648\u0641\u064a \u0623\u064a \u0648\u0642\u062a \u060c \u0628\u0645\u0627 \u0641\u064a \u0630\u0644\u0643 \u0639\u0644\u0649 \u0633\u0628\u064a\u0644 \u0627\u0644\u0645\u062b\u0627\u0644 \u0644\u0627 \u0627\u0644\u062d\u0635\u0631: \u0627\u0644\u062a\u0648\u0627\u0637\u0624 \u060c \u062a\u0643\u0631\u0627\u0631 \u0627\u0644\u0639\u0645\u0644 \u060c \u0627\u0644\u0625\u0646\u062a\u062d\u0627\u0644 \u060c \u0648\u062c\u0645\u064a\u0639 \u0623\u0634\u0643\u0627\u0644 \u0627\u0644\u063a\u0634 \u0627\u0644\u0623\u062e\u0631\u0649.<br \/>\n6- \u0641\u0647\u0645 \u0639\u0648\u0627\u0642\u0628 \u0627\u0644\u0645\u0645\u0627\u0631\u0633\u0627\u062a \u0627\u0644\u062e\u0627\u0637\u0626\u0629.<br \/>\n7- \u0627\u0644\u0641\u0647\u0645 \u0648\u0627\u0644\u062a\u0648\u0627\u0641\u0642 \u0639\u0644\u0649 \u0627\u0644\u0625\u0633\u062a\u062e\u062f\u0627\u0645 \u0627\u0644\u0639\u0627\u062f\u0644 \u0648\u0627\u062d\u062a\u0631\u0627\u0645 \u062d\u0642\u0648\u0642 \u0627\u0644\u062a\u0623\u0644\u064a\u0641 \u0648\u0627\u0644\u0646\u0634\u0631.<br \/>\n8- \u0627\u0644\u0625\u0644\u062a\u0632\u0627\u0645 \u0628\u0623\u062e\u0644\u0627\u0642\u064a\u0627\u062a \u0648\u0642\u0648\u0627\u0639\u062f \u0627\u0644\u0625\u0646\u062a\u0631\u0646\u062a.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"wpb_column vc_column_container vc_col-sm-4\"><div class=\"vc_column-inner\"><div class=\"wpb_wrapper\">\n\t<div  class=\"wpb_single_image wpb_content_element vc_align_left\">\n\t\t\n\t\t<figure class=\"wpb_wrapper vc_figure\">\n\t\t\t<div class=\"vc_single_image-wrapper vc_box_shadow_3d  vc_box_border_grey\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"199\" src=\"https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-300x199.jpg\" class=\"vc_single_image-img attachment-medium\" alt=\"\" srcset=\"https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-300x199.jpg 300w, https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-1024x678.jpg 1024w, https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-768x509.jpg 768w, https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-391x260.jpg 391w, https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-1536x1018.jpg 1536w, https:\/\/mak-secondary.edu.lb\/wp-content\/uploads\/2021\/09\/2-2048x1357.jpg 2048w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/div>\n\t\t<\/figure>\n\t<\/div>\n<\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"School PoliciesLes politiques scolaires\u0627\u0644\u0633\u064a\u0627\u0633\u0627\u062a \u0627\u0644\u062e\u0627\u0635\u0629 \u0628\u0627\u0644\u0645\u062f\u0631\u0633\u0629School Policies Assessment Policy Assessment is the process of collecting, analyzing, and interpreting data about the learner\u2019s achievement and performance to improve teaching and enhance learning. Assessment is viewed as an integral part of effective planning, teaching, and learning and is central to effectively guiding learners in: \u2022 understanding concepts [...]","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-41","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/pages\/41","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/comments?post=41"}],"version-history":[{"count":4,"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/pages\/41\/revisions"}],"predecessor-version":[{"id":826,"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/pages\/41\/revisions\/826"}],"wp:attachment":[{"href":"https:\/\/mak-secondary.edu.lb\/ar\/wp-json\/wp\/v2\/media?parent=41"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}