AUC Team to Launch Egypt’s First Healthy Aging Study

The Attachment Lab has garnered significant recognition both from within AUC and across other universities due to its unique capacity to conduct research within an Arab context and enable culturally inclusive understandings of relationship dynamics. “The lab aims to be a hub for research related to attachment studies, including romantic and family connections, attachment to God, parent-child dynamics, perinatal psychology, as well as interpersonal acceptance and rejection,” said Zaki. “What makes it unique is that it contributes to the significant gap in literature by representing our culture and exploring research findings in this context.” “It is pivotal to address the imbalance in attachment studies by examining and collecting prevalent data within the Egyptian context to add to the literature. Further understanding the role of cultural norms and family dynamics is of utmost importance when it comes to understanding attachment patterns in different parts of the world.” So why is region-specific research important? As Zaki explains, attachment patterns are not the same internationally. Culture plays a huge role in mother-child relationships, including the prevalence and manifestations of attachment styles as well as parenting norms. However, research on attachment systems has previously been dominated by studies centered exclusively on Western cultures. “Having conducted a pilot study on the Strange Situation Procedure in the past semesters, I secured a grant from AUC for a more elaborate study using this methodology, which then led to launching the Attachment Lab.“It is pivotal to address the imbalance in attachment studies by examining and collecting prevalent data within the Egyptian context to add to the literature,” Zaki says. “Further understanding the role of cultural norms and family dynamics is of utmost importance when it comes to understanding attachment patterns in different parts of the world.” Zaki’s current primary focus is on studying mother-child dynamics to explore their relationship and attachment interactions through an observational protocol called the Strange Situation Procedure while investigating the concept of ‘intergenerational transmission of attachment.’ This is particularly important as no reliable study on this methodology has been published before in Egypt or anywhere in the Arab world. “Having conducted a pilot study on the Strange Situation Procedure in the past semesters, I secured a grant from AUC for a more elaborate study using this methodology, which then led to launching the Attachment Lab. This study involved observing 60 mother-child dyads who came to the lab,” Zaki says. The lab also gives students from AUC and beyond the opportunity to get involved in exciting new developments related to attachment theory and gain hands-on experience to equip them for their postgraduate careers.“It was through this life-changing opportunity that I discovered my passion for attachment theory, which I now plan to pursue further and hopefully specialize in throughout my career. I have also been given the opportunity of co-authoring a paper that is now published in a highly-ranked, peer-reviewed journal.”“Students enrolled in my Advanced Lifespan Development graduate course get to experience firsthand being part of a research team. They attend observations with me, and I train them on how to code what they observe. As for my undergraduate students, I take them for a tour in the lab and explain what kind of research is conducted there,” Zaki says. She also trains students (both undergraduates and graduates) to be part of her research team, which adds significantly to their knowledge of attachment theory and developmental psychology.The chance to get involved in research at the Attachment Lab has a positive impact on the students involved and is highly sought by students interested in research. “I started working with Dr. Zaki two and a half years ago on the pilot attachment study that was the groundwork for the Attachment Lab,” said Maya Shehata, an undergraduate psychology student and member of the research team, “It was through this life-changing opportunity that I discovered my passion for attachment theory, which I now plan to pursue further and hopefully specialize in throughout my career. I have also been given the opportunity of co-authoring a paper that is now published in a highly-ranked, peer-reviewed journal.”The lab is now one of Shehata’s favorite places on campus. ‘Working here has led to a lot of personal and academic development for me, which I can primarily attribute to Dr. Zaki’s style of mentorship. She has created an ideal environment for learning and growth,” she stated.  

Whether an expression of self, reclamation of identity or purely aesthetic, Ramy Aly, assistant professor in AUC’s Department of Sociology, Anthropology and Egyptology, looks to contemporary Egyptian hair culture to give insight into how race functions on a social level in Egypt.Soon after Aly came to Egypt in 2013, he had his hair loc’d. Locs, an African hair style that involves coiling, braiding, interlocking and palm-rolling hair to create larger strands that merge together over time, have a long history across Africa and particularly in Ancient Egypt. However, as a contemporary Egyptian, Aly’s relationship with loc’d hair was not straightforward. His soon-to-be loctician in London Mellissa Blake wasn’t sure what to make of him at first. “‘You’re quite Caucasian, but what’s going on with your hair?’ Her surprise brought my attention to the notion that hair care is raced, very explicitly.”To read the full article, click here.

1. What are the common challenges that non-native speakers of Arabic face when studying the language?Students studying the Arabic language face several difficulties, including pronunciation and the Arabic script itself, which differs significantly from the Roman alphabet. The complexity of Arabic grammar, vast vocabulary, and reading comprehension can be daunting. In addition, Diglossia, the coexistence of Modern Standard Arabic and regional dialects, can create communication difficulties. Understanding the cultural and historical context linked to Arabic can also be time consuming.   2. What do you believe motivates non-Arabic speakers to learn the language?Some are motivated by cultural interest, seeking to understand the rich tapestry of Arabic culture. Others are compelled by religious reasons, with many Muslims worldwide studying it for a more profound connection to their faith. Some are also drawn to it for professional and academic opportunities –– whether travel, communication, humanitarian efforts or personal relationships. 3.What is the best way to teach Arabic to non-native speakers?The ideal teaching approach should be eclectic and student-centered, creating an enjoyable learning environment through interactive games and engaging activities. It should focus on clear learning outcomes for each lesson and put together multiple assessment measures to ensure student comprehension and progress.  4. What motivated you to edit Challenges in Teaching Arabic as a Foreign Language?  My profound passion for the Arabic language and strong desire to share its beauty and significance with others. I want to create a valuable resource that fills a noticeable gap in the existing TAFL literature. By offering practical insights and guidance, I hope to not only contribute to the field of language education but also promote cross-cultural understanding.  5. What was the most challenging part?Ensuring grammar and style consistency, preserving the author’s voice, handling citations, managing deadlines and providing constructive feedback to authors. 6. What’s the most valuable benefit you gained from editing this book?This experience has not only deepened my knowledge but also expanded my professional network. I derived benefit and inspiration from each and every chapter. Whether it was insights into educational methods, discussions on cultural sensitivity, examinations of emerging trends or nuanced approaches to assessments, every chapter offered valuable perspectives that deepened my appreciation of the subject matter. It was truly a holistic journey of learning, and the synergy of all these facets within the book left a profound impact on me.  7. What can readers expect to gain from the book?The book can highlight some of the challenges that teachers face when teaching Arabic as a second language and offer practical solutions and effective strategies to address them. It can provide insights into instructional techniques, materials, and activities that have proven successful in Arabic language classrooms. It can also inspire further research and academic advancement in understanding the challenges and effective practices in teaching Arabic. In addition to that, researchers and scholars can benefit from the book as a resource for literature reviews, theoretical frameworks, and ideas for future research directions. 8. What about the instructors featured in the book?All of them have extensive experience in teaching students of Arabic as a foreign language over an extended period. Their collective wisdom and years of dedicated teaching have equipped them with a profound understanding of the challenges and nuances that non-native students encounter. Their longstanding commitment to the field makes their contributions to this book particularly insightful.  9. What advice would you give other TAFL instructors and teachers-in-training?Opting for continuous engagement in ongoing research and new teaching methodologies to implement in the classroom, as well as being proactive in creating diversified assessment techniques that would provide students with hands-on learning experiences. This commitment to staying abreast of the latest educational advancements not only maintains their teaching dynamic but also enriches the educational journey of their students. 

Professor Amal Esawi ’89, ’90, the first Egyptian woman mechanical engineer to be chartered in the United Kingdom and the first scientist in Egypt to specialize in nanotubes, is making waves in the field of nanocomposites, leading a project that utilizes the power of AI to enhance water desalination membranes. “We’re finding sustainable solutions to water scarcity through the use of novel, nano-enhanced membranes,” said Esawi, who is principal investigator of this project, which is managed by AUC's Center of Excellence for Water, funded by the United States Agency for International Development and implemented in collaboration with Ain Shams University. “AI tools, such as Artificial Neural Networks, can help us in optimizing the membrane itself and building models that predict how it will perform when operating for a long period under different conditions. Our ultimate goal is to improve and strengthen the membrane’s structure and performance, leading to a more efficient desalination process." These nano-enhanced membranes use materials like carbon nanotubes that help increase structural integrity and filtration efficiency. They also offer better performance by aiding in capturing finer particles and enabling effective purification during the water desalination process.Nanomaterials, particularly nanocarbons, first caught Esawi’s attention for their robustness and lightness. "My initial focus in nanotechnology was centered on utilizing carbon nanotubes to engineer lighter and stronger materials,” she explained. “Upon discovering their potential in desalination membranes, I pivoted my research toward enhancing filtration applications.”Egypt is currently investing in desalination plants to address water scarcity in the region. Esawi asserts the need to not just innovate membranes but also localize their production to potentially reduce costs. “Because membranes are the most critical component in the desalination plant, they are imported from the United States or Japan. Building the local know-how of membrane manufacturing will be very useful and valuable for Egypt,” she said.The two-year project is still in its early stages, but Esawi is optimistic about its potential impact on desalination technology. “This project could lay the foundations for the local production of advanced nano-enhanced membranes, benefiting not only Egypt but also other regions facing water scarcity,” she said.Esawi presented the project, “Using AI Tools to Optimize the Development of Novel Nano-enhanced Membranes for Water Desalination,” at the Second International Symposium on Water Research, organized by AUC’s Center of Excellence for Water in collaboration with Ain Shams University in late 2023. Mohammed El Morsi, mechanical engineering professor, and Adham Ramadan ’90, chemistry professor, dean of graduate studies and associate provost for research innovation and creativity, are co-principal investigators of the project with Esawi. El Morsi emphasized the power of membrane technology. “It has emerged as a more energy-efficient and cost-effective alternative to thermal desalination techniques,” he said. “By utilizing AI tools to optimize the process, we are hoping to further reduce energy consumption.”Besides her innovative research in water desalination, Esawi was recognized as one of the top 2% impactful scientists globally, named in the Stanford-Elsevier's Scopus database as one of the most cited scientists. Hoping to inspire her students and other women engineers in Egypt, she expressed pride in witnessing an AUC graduate, Sarah Hussein ’07, become the second female Egyptian mechanical engineer to be chartered in the United Kingdom. “I am humbled to pave the way for aspiring engineers in Egypt, especially women,” she said.