This article is part of a series on academic freedom where leading academics from around the world write on the state of free speech and inquiry in their region.
Last year I was imprisoned for nearly seven months in the United Arab Emirates (UAE). I was held predominantly in solitary confinement, endured heavy interrogations, with my human rights violated on a daily basis.
During my imprisonment, I was force fed drugs, battled depression and thoughts of self-harm. Later, having endured nearly half a year of isolation and mistreatment, I wrestled with thoughts of suicide.
Eventually, in a trial lacking all due process and disregard for international legal standards, I was handed a life sentence. My crime? Undertaking academic research for my doctoral thesis.
My research examines the evolving national security strategy of the UAE, and my knowledge has evolved from years of professional work and research in the UAE and the wider Middle East and North Africa.
I had no reservations about conducting research in the UAE. And I underwent a rigorous ethical and fieldwork assessment and was sure to follow established protocols before and during my trip.
I complied with the university’s requirement to remove all Emirati research subjects as it was assessed that these nationals would not be safe nor trusted when engaging in security-related academic research. And I was happy to go along with the university and the third-party risk firm employed to assess any other risks for researchers travelling overseas. But unfortunately, as my experience proved, this was simply not enough to protect me or my integrity as an academic.
A vulnerable position
It became clear there was a lack of understanding by the Emirati authorities about what a legitimate academic is, and about how research is carried out. Standard actions needed to complete field research – such as interviewing sources, researching books, articles and maps along with taking notes – were very quickly taken out of context and distorted by the UAE security authorities. I routinely battled to explain how information cited in my thesis was referenced from publicly available academic books and not from “secret intelligence sources” as the interrogators would often claim.
Following my release, I have had the opportunity to reflect upon my experience. I have also been lucky to travel to academic institutions in the UK and US to discuss the ramifications of my experience upon academic research.
When discussing how academic fieldwork actually works, my main observation has been that beyond the academic community, there is a very limited understanding of what academic research actually consists of. As such, there is little understanding of the risks it entails.
This leaves academics engaging in fieldwork research in a particularly vulnerable position. It can even lead to a situation, like in my case, where their integrity and legitimacy as an academic is under question.
Indeed, I believe that this lack of information on academic practice exacerbated my situation. Trying to speak reason to the authorities holding me captive, and to those with the power to intervene diplomatically and politically on my behalf, went nowhere. And baseless accusations cast a shadow of doubt upon the legitimacy of my work.
Safety and security
For researchers and academics at all levels, the problem of misinformation has consequences extending to the very institutions to which they are affiliated. My experience demonstrates how bureaucracy-led universities are not equipping their students and staff with the appropriate skills and competencies needed to undertake their job in today’s world. Ultimately, effective instructions for fieldwork safety and security are lacking. Furthermore, as the technical capabilities of many states improve, there is an increased risk of deployed researchers falling victim to surveillance and unjust prosecution.
Another issue widely under-reported is that while researchers may be somewhat supported by their university, their human subjects are not. This leaves many academics, including myself, questioning whether it’s even possible or ethical to engage in fieldwork in the current age.
Having heard testimony from academics with diverse research backgrounds, it is abundantly clear that my experience was not isolated. Hundreds of scholars around the world are targeted and prosecuted for their research. Yet, while their cases are of great concern within the academic community, they continue to rest dormant in the public eye, the political arena and higher education boards.
If academics and universities are to continue to contribute to the generation of knowledge, then research practice and its risks must be acknowledged and respected. The freedom to research is paramount for knowledge creation. And if it is not protected, we risk being accomplices to those who wish to silence us.
A new study shows 15m Facebook subscribers in the MENA region; a big increase in Arabic language users. In fact, it was found that not only this platform does help socialise but does also contribute above all to informing on the goings-on in any particular country and/or intercountry affairs.
There are more subscribers to Facebook in the Middle East and North Africa (MENA) than there are copies of newspapers circulated in the region, a new report has said.
The study by Spot On Public Relations said Facebook has more than 15 million users in the region, while the total regional Arabic, English and French newspaper circulation stands at just under 14 million copies.
“Facebook doesn’t write the news, but the new figures show that Facebook’s reach now rivals that of the news press,” said Carrington Malin, managing director of Spot On Public Relations.
“The growth in Arabic language users has been very strong indeed: some 3.5 million Arabic language users began using Facebook during the past year, since the introduction of Arabic support and we can expect millions more Arabic language users to join the platform,” he added.
Five country markets in MENA now account for some 70 percent of Facebook users – Egypt, Morocco, Tunisia, Saudi Arabia and the UAE, the report added.
The study said only 37 percent of Facebook users in the Middle East are female compared with 56 percent in the US and 52 percent in the UK.
Egypt’s 3.5 million Facebook subscribers helped to make North Africa the largest Facebook community in MENA accounting for 7.7 million out of a total of 15 million MENA users.
It added that 33 percent of the UAE’s population uses Facebook and it also now stands as the country’s second most visited website after google.ae, according to websites ranked by Alexa.com.
Some 68 percent of Facebook users in the UAE are over 25 years old, flying in the face of perceptions that social media is a ‘generation Y’ phenomenon.
However, much of Facebook’s growth across the rest of the region has been driven by the under 25s, the report said.
Over 48 percent of Facebook subscribers in Saudi Arabia are under 25 years old, with an equal split between English and Arabic users.
However, about three times the number of Arabic users have joined Facebook in Saudi over the past year, compared with the number of English language users.For all the latest UAE news from the UAE and Gulf countries, follow us on Twitter and Linkedin, like us on Facebook and subscribe to our YouTube page, which is updated daily.
Entrepreneur Middle East‘s Education Tech published this fantastic story on May 14, 2019, on a certain Hadi Partovi who “Having built (and funded) great startups, this entrepreneur and investor opens up on his mission to teach kids how to code .“
Sitting in a corner of The Third Line Gallery in Dubai’s arts district of Al Serkal Avenue, Hadi Partovi, a tech entrepreneur and angel investor known for his early bets on Facebook, Dropbox, Airbnb, and Uber, is quietly tapping away on his laptop prior to an invite-only fireside chat organized by VentureSouq, a Dubai-based early-stage equity funding platform.
He is here, wearing his signature baseball cap, to present Code.org, a Seattle-based education non-profit dedicated to expanding access to computer science in schools around the world, of which he is the founder and CEO. The main reason for founding this global social-impact initiative is his belief that mastering computer science is no less than a life-giving skill.
Sonia Weymuller, Founding Partner of VentureSouq, introducing Hadi Partovi at a VSQ Talks event at The Third Line Gallery in Dubai.
Yet, before we expand on that, I decide to focus on his approach to investing in early-stage tech startups, knowing that I will hear something different from a phrase that gets thrown around by every startup investor out there: “I invest in people, not ideas.” Partovi also has a people-first investment philosophy; however, not only can he specifically point out to what “investing in people” actually means for him, but he can even measure it.
The Partovi twins, Hadi and his brother Ali, currently the founder and CEO of Neo, a community of young engineers and the world’s top programmers, were jointly investing in startup founders for 17 years (since 2018, they have decided to focus on individual investments), but only in those who passed their coding test. It started with the founders of Dropbox, Partovi explains. “The best tech companies don’t hire a single technical person without putting them through a lot of tests, so why would an investor consider giving hundreds of thousands of dollars without even one test to show that they can do something?” he says. “Most VCs don’t do this because they themselves don’t know the technology, so they just think whether they like the idea or not, and they just take it for granted that a person can do it. If you look at the companies that have succeeded, the idea often isn’t unique, it’s the execution.” He points out that Google was not the first search engine company, Facebook was not the first social networking platform, and Microsoft was not the first company building an operating system- but what set all three of them apart was having the strongest engineers on board.
The Partovi brothers know this from their own entrepreneurial experience. Partovi may come across as being humble, quiet, and almost reticent, but he is a man who was part of the team that founded and sold Tellme Networks, a voice recognition software developer, to Microsoft for US$800 million in 2007. A decade earlier, in 1998, Ali Partovi was a co-founder of LinkExchange, an internet advertising company, that also got acquired by Microsoft for $265 million. The brothers’ website has a page listing their 34 ongoing investments, which include Airbnb, Classpass, and Uber, and 23 successful exits: Dropbox (IPO), Facebook (IPO), and Zappos (acquired by Amazon), to name just a few. If you scroll down this page, you will also find a list of 10 of their unsuccessful investments, and Partovi is open to say that there had been a few bruises before the brothers developed their investment muscle. “I did invest in a bad idea when I liked the person, but if I look at all my investments, the worst ones were the cases where I liked the idea but I didn’t like the entrepreneur, and also there are investment decisions that I chose not to invest even though I liked the entrepreneur,” he says. “And, I’ve made other mistakes too, such as when one of my college classmates wrote to me in 1998, saying that he had just joined a group of friends from his graduate program to start a company, and he was like, ‘They are the smartest people I know.’ I remember thinking that nobody needs another search engine, and that I wouldn’t invest in this company, that he was just the first employee, and that it was going to be a complete failure. Turned out that the company was Google, and he was their first employee and the Chief Technology Officer. He was also in the top of my class in computer science at Harvard. So, if I could go back and invest in all the best computer scientists I had graduated with, I would have made a lot more money, although I have done well, but I wouldn’t have missed the opportunities like this one.”
A key element of his stressing the importance of the engineering talent is that it was a key factor in how the Partovi brothers came to be where they are today. Born in Tehran, Iran, the twins taught themselves to code on a Commodore 64, which has fueled their passion for programming ever since. The family fled to the US in 1984, following the Iranian Revolution in 1979. Upon earning a master’s degree in computer science from Harvard University, Hadi Partovi rose up the executive ranks at Microsoft, before he went about launching his own startups. And now, he believes that every young person around the world deserves to be propelled forward in life by learning this specific skill. “This is a story about opportunity, and how we can expand who has access to that opportunity, what the jobs of the future will look like, and how we can ensure that everyone gets an opportunity,” Partovi says, on why he advocates computer science training, and why Code.org provides coding curriculum for schools around the country. “In the world of accelerating technological change, the most important thing everybody can learn is how to adapt to new technology. Many schools teach technology, but they teach kids how to use it, whereas we want to teach them how to create technology. And learning to create technology is important, not only because it leads to an opportunity, and not only because of the future of the job market, but because for kids, it’s fun and it teaches them creativity. Creativity is such a natural human desire, something that drives adults, and especially youth, but it doesn’t really exist in the school system.”
Since launching in 2013, Code.org has created the most broadly used curriculum platform for K-12 computer science in the United States. Its computer science classes have reached 30% of American students, while its Hour of Code initiative, a global campaign offering a one-hour introduction to computer science, has reached 10% of students around the world. Furthermore, the Code.org team informs that the nonprofit has more than 100 international partners and supports 63 languages in 180+ countries, with students having created 35 million projects on the platform. Importantly, they also state that 48% of Code.org students are underrepresented minorities. In addition to all of this, Partovi is a firm believer that among the future codingskilled founders tackling the world’s biggest problems, we will see many more women than today. According to a teacher survey by Code.org, 46% of users on the company’s Code.org Studio are female. “There is a misconception that this is for boys not for girls, which is totally not true,” Partovi says. “When girls reach 13 or 14, and if they haven’t tried computer science yet, there are too many other things to do and a pressure to be cool, and that this is not cool for them, because of that social stereotype that this is for boys. So, as a girl, if at 13, you haven’t tried it yet, you have to go against that social stereotype. However, for a boy, the social stereotype is that this is for you, that’s fine. It’s hard to go against the social stereotype for anybody, but it is especially hard for a 13-year-old, when you’ve just started learning how to be secure yourself.” To illustrate, Partovi mentions that Google search results for “software engineers” will mainly show the images of men, whereas the results for “students coding” will show men and women in almost equal numbers.
When it comes to other misconceptions about learning computer science, Partovi mentions the notions people falsely have about its scope and complexity. “I’ve probably made this worse, because of the name of our non-profit, but computer science is more than coding,” he says. “Code.org is about a whole bunch of fields that all are technical, and they are all part of computer science, and I believe that all of them belong in primary and secondary education. Just like you think of science, science has biology and chemistry and physics; you don’t teach just one of them.” Partovi adds, “The other misconception is that this is just for rocket scientists. People imagine that computer science is as hard as calculus, but they don’t realize that six-year-olds can start learning it. If you think about math, first grade math is easy, but 12th grade math could be more difficult, and university math is extra hard. Computer science is the same, the first-grade level of stuff is very easy.”
For all these reasons, Partovi, despite coming across as a quiet man, is ready to make some noise with the recent announcement of the single largest expansion of Code.org’s computer science curriculum. Code.org’s Computer Science (CS) Fundamentals course, geared toward primary school, will be translated into the 10 most widely spoken languages in the non-profit’s database – Chinese (traditional and simplified), French, Italian, Japanese, Korean, Polish, Portuguese, Spanish and Turkish- while it will also offer a new offline version of CS Fundamentals to empower schools in low- and no-bandwidth environments to teach computer science to all students.
Expanding into the MENA region is on Partovi’s agenda too. He says, “There are already 500,000 students and about 20,000 teachers in the Arab world using Codeiorg, despite it, for now, being only in English language and only on internet connected computers, meaning that we haven’t done almost any work to overcome the obstacles in the region, we haven’t properly transitioned into Arabic, we don’t yet support use on disconnected computers, we don’t yet work well on smartphones and tablets. Most of the students are in private schools or international schools, because they are using it in English, but it shows that the interest in what we do is already high.”
Region by region, Partovi hopes to achieve Code.org’s mission of changing the educational system, making computer science a permanent part of school curricula. “The education establishment especially doesn’t recognize that this is a field that is as fundamental as mathematics or science,” Partovi says. “Everybody understands that technology is the future, nobody needs to be explained that, and nobody needs to be explained that there is money in technology, and that it is changing everything. What people don’t realize is that when you start learning the alphabet, you can also simultaneously start learning computer science. Nobody questions why we are teaching math or science, but what they do question is whether they should teach computer science. They are not even asking whether they should also teach computer science.”
However, some of Silicon Valley’s most prominent leaders did not need much persuasion- so far, Code.org has been backed by Amazon, Microsoft, Facebook, the Bill and Melinda Gates Foundation, PricewaterhouseCoopers, Infosys Foundation USA, and many others. Furthermore, Partovi recently helped Pope Francis to write a line of code for an app, during an event organized by the Scholas Occurrentes foundation in Vatican City. “Computer science belongs in primary and secondary schools as a fundamental thing, not just for the students who want to become coders, but for those who want to become lawyers, nurses, farmers, because understanding technology is going to be important,” Partovi concludes. “It’s because building the creativity that computer science teaches will be important, and learning the digital skills that will be required in every career will be important. The biggest obstacle for us is this education administrative mindset. Individual teachers and parents recognize this, but nobody thinks that this should be a part of schools. They want their own child to learn to code, and they don’t think about why schools are not teaching it.”
The most recent manifestation of their widespread use could be assessed as resulting in amongst many things, the calm and easy dethroning of two of North Africa’s long-endured head of states. Their current and discrete assignments appear to be concerned with the complete disposal of the out-dated support systems. One thing is sure in that without these Social Media’s deep penetrations in the region, none of this youthful regeneration could be obtained or at least at such low price.
What is the most popular channel in Saudi Arabia and how many young people still use Facebook? Here are some key facts about one of the most youthful regions on the planet
This article is authored by Damian Radcliffe, the Carolyn S. Chambers professor of journalism at the University of Oregon and Payton Bruni, a journalism student at the University of Oregon’s School of Journalism and Communication, who is also minoring in Arabic Studies.
Since the Arab Spring, there has been increased interest in the role that media, and in particular social media, plays in the region. Our recent report, State of Social Media, Middle East: 2018 explored this topic in depth. Here we outline the implications our research has for journalists.
News consumption for Arab youth is social media-led
“Like their peers in the West, young Arabs today are digital natives,” said Sunil John, founder and CEO of ASDA’A Burson-Marsteller, which produces the annual Arab youth survey.
“Young Arabs are now getting their news first on social media, not television. This year, our survey reveals almost two thirds (63 per cent) of young Arabs say they look first to Facebook and Twitter for news. Three years ago, that was just a quarter.”
According to Arabian Business, content creators with more than 10,000 YouTube subscribers enjoy “free access to audio, visual and editing equipment, as well as training programmes, workshops and courses. Those with more than 1,000 subscribers will have access to workshops and events hosted at the space.”
In most countries, Facebook has yet to falter
The social network now has 164 million active monthly users in the Arab world. This is up from 56 million Facebook users just five years earlier.
Interestingly, in contrast to many other markets, 61 per cent of Arab youth say they use Facebook more frequently than a year ago, suggesting the network is still growing.
Egypt, the most populous nation in the region with a population of over 100 million, remains the biggest national market for Facebook in the region, with 24 million daily users and nearly 37 million monthly mobile users.
Saudi Arabia is a social media pioneer
“In 2018, YouTube upstaged long-time leader Facebook to become the most popular social media platform in Saudi Arabia,” reported Global Media Insight, a Dubai based digital interactive agency.
Data shared by the agency showed YouTube has 23.62 million active users, in the country, with Facebook coming in second with 21.95 million users.
Alongside this, although there are about 12 million daily users of Snapchat in the Gulf region (an area comprising Saudi Arabia, Kuwait, the United Arab Emirates, Qatar, Bahrain, and Oman) a staggering 9 million of these are in Saudi Arabia (compared to 1 million in UAE).
A complicated relationship with platforms
Despite YouTube’s wide popularity in the MENA region, the company faced some pushback in the past year, after the network was accused of removing online evidence of Syrian chemical attacks.
Meanwhile, YouTube suspended accounts belonging to Syria’s public international news organisation (SANA,) the Ministry of Defence, and the Syrian Presidency “after a report claimed the channels were violating US sanctions and generating revenue from ads,” Al Jazeera reported.
More generally, social networks have a complicated relationship with the region, with service blocks, or the banning of certain features (such as video calling) being relatively common place, and both news organisations and individuals, can fall foul of greater levels of government oversight.
Derogatory posts have resulted in deportations of residents from UAE, while in 2018, the Egyptian government passed legislation categorising social media accounts with more than 5,000 followers as media outlets, thereby exposing them to monitoring by the authorities.
To find out more, download the full study State of Social Media, Middle East: 2018 from the University of Oregon Scholars’ Bank, or view it online via Scribd, SlideShare, ResearchGate and Academia.Edu.
Dr. Sohair Wastawy, Executive Director of Qatar National Library, has more than 40 years of international library and university management experience in the Middle East and the US, and has practiced and taught librarianship in Egypt, Saudi Arabia, and the US.
Prior to her new role, Dr. Wastawy worked as Dean of Libraries at Florida Institute of Technology. She held the position of Dean of University Libraries at Illinois State University, and was the first Chief Librarian for the new Bibliotheca Alexandrina in Egypt. Dr. Wastawy also served as Dean at Illinois Institute of Technology in Chicago.
As well as her work in library management, Dr. Wastawy has worked as a consultant to many not-for-profit organizations, corporations, and accreditation commissions, and has been the recipient of international awards, including a Peace Fellowship and a Fulbright Scholarship.
Dr. Wastawy began her library career at Cairo University Library, Egypt, and taught librarianship in the first women’s library program in Saudi Arabia. She holds a Doctor of Arts in Library and Information Management from Simmons College, Boston, MA; and a Masters in Library and Information Science from The Catholic University of America, Washington, DC.
Having an extensive international library experience in the US and the Middle East, we would like to know more about you, since the beginning of your distinguished career till now?And how did you come to leave Egypt and become an American citizen?
I hadn’t originally planned to study library science, and I later discovered that many who joined the profession had stumbled on it from different backgrounds.
Earlier, I majored in comparative linguistics, and I began with a BA degree in Semitic languages (Hebrew and Aramaic) from Cairo University then pursued an MA degree in African languages followed by a PhD in comparative linguistics at Cairo University. Before I could complete my PhD, however, my advisor Dr. Mourad Kamel, unfortunately, passed away. Because I was dealing with 6 languages as part of my thesis, it was difficult to work with any other advisor. At that time, I was working at the university library as a temporary job until I finished my PhD. Once I knew I wasn’t going to finish, I decided to stay on as a librarian and take up librarianship as a profession. However, I didn’t want to go into a profession without formally studying it.
After the Camp David Accords in 1978, the US was offering peace fellowships to a few Israeli and Egyptian students to pursue postgraduate studies in the US. I learned about this by walking past the AMIDEAST building in Cairo where I spot a big sign that read “Scholarships in the US”, so, I applied. Then, I didn’t know that in the US, unlike in Egypt, you could pursue a post graduate degree in a field other than your major. Knowing that I could choose any field of study, I shifted my career to library and information sciences.
After I completed my master degree, I was accepted in the second top program in the US: a private women school called Simmons College in Boston, Massachusetts, where I completed my PhD studies in 1987. After my PhD, I came back to Egypt and stayed for eight months, during which I met my then-husband. I eventually moved back to the US with him I started my career in the US as a part-time research librarian at Illinois Institute of Technology in Chicago and I have been practicing librarianship since then.
As a woman pursing her career and a working mother, what are/were the major obstacles and challenges that you had to face in your life and career?
Since 1988, my job has always been about building and managing libraries. I managed the Illinois Institute of Technology (IIT) main library with its 5 branches for 14 years, before I was appointed as chief librarian at the Library of Alexandria in Egypt, which also required building the library sector services and collections. After my tenure in Alexandria, I held the position of dean of university libraries at Illinois State University followed by similar position at Florida Institute of Technology.
Being a working mother is a difficult task; juggling between family and work is often relentless. It is also a delicate balancing act, especially when you are away from family and friends. I didn’t have the kind of support system that comes with living in your home country. You have to be extremely organized and very judicious with your time. In general, the responsibility of being a manager is challenging as you often don’t operate with fixed hours. It is all about getting the job done. If the job takes 10 hours or 15 hours, you owe that much time. Creating a balance between family and work requires super organizational skills. You have to organize activities for the kids and you have to share tasks with your partner.
Did you find any cultural gaps between women’s role in society in the Middle East and the US?
Gender discrimination exists in most societies. The US has given me opportunities and leadership skills, and I was for the most part, treated equally and was selected on the basis of merit. When I got my first position as a dean, I was 37 years old. I was also the first female dean IIT since it was established in 1890. I was a woman with an accent; different in completion and background which made some people regard me with suspicion. When I attended a meeting with a number of male deans, my proposed ideas fell on deaf ears. When the other male deans reiterated what I said, their ideas were met with “Oh, wow! That is quite wonderful”. I took issue with this and long before equal pay became a big thing in the US, I told my president that I was no less intelligent than these men, and I demanded to be paid as much as the other deans.
I must say that in Egypt, women have assumed leadership positions in governmental and national institutions, but we still have not seen many women judges or some other high-ranking professions. We still have quite a journey ahead of us.
Being an effective manager who has a broad repertoire of management styles, can you tell us more about the styles you used throughout your career with your employees all over the world? And how did you develop them?
There is no single management style that fits all. It is situational. You maintain certain values for equality, fairness, objectivity, and professionalism. You honor these core values, but remain flexible in how you execute them. In general, management techniques are not magic mantras but simply tools to be reached for at the right times.Some situations require the leader to hover closely; others require long, loose lines.
To be a manager does not merely entail giving orders. Being a leader is about understanding that strategy equals execution and that all the great ideas and visions in the world are worthless if they can’t be implemented in an efficient manner at the right time. As a leader, you delegate and empower others, but you also pay attention to details, every day, never above operational details. In a service profession like librarianship, loyalty to the ethos of the profession of equality and democracy are crucial. On the personal level, you must have a high-energy drive, a balanced ego, and the drive to get things done.
5- As a working mother, how did you raise your son? Has he understood the role you played in the cultural arena? How has that affected his perspective on life?
The year my son was born, I was made dean for the first time. Meaning that my son has always seen me throughout his life in leadership roles. He has always been very proud of what I have achieved. He used to brag about me when he was little, telling his friends that I was the president of the university.
Because Kariem has always seen me in leadership positions, this has had both a positive and some unhelpful effect on him. As proud as he was, my son often thought that he has to do everything perfectly in order to get my approval.
Being an immigrant in the US, you are always judged. I didn’t want my son to acquire this trait: judging people or situations prematurely. I tried to instill in him empathy toward people, and I taught him to treat people equally and with respect. Kariem grew up in a post-9/11 America, which was a very hard time for all Arabs. He was bullied by kids at school who told him that all Arabs were terrorists. This was alienating to a child who cannot defend himself, had neither the vocabulary nor the understanding to be able to say that this wasn’t our fault or that these terrorists were different people.
The atmosphere was very difficult and Arab children, like my son, had to struggle through all that because of the name-calling. Some kids told him to go back home, and Kariem used to tell them that this was his home. I tried to help him understand that these children knew little, and to teach him empathy during this time of ignorance. I also taught him not to be defensive and help educate others. Those were some of the values I tried to instill in my son. I am proud to say that he has an amazing sense of empathy, kind, open and have friends of all backgrounds and religions.
Reflecting on how your parents raised you, what ideologies do you wish to instill in girls in Egypt to become future leaders in society?
Though my father was born in 1917, he was such a liberal man in his way of thinking. He supported me all the way, and I was the first girl in the family to study abroad. That was not very common then. For a man from a different era, I think it was all a matter of trust, which he tried to foster between him and his 5 children. He always wanted us to believe in what we did. He had such work ethics and was a real patriot. He wanted us to succeed not only for our own sake but also because we owed it to our country.
We were 4 girls and 1 boy, and he urged us to choose whatever we wanted to do with our lives. Two of my sisters are doctors, one is a pharmacist, and my brother is an engineer. His advice was to always be the best at whatever you choose.
Both my parents were teachers who believed in girls’ education and independence. They were like any good parents who give their children wings to fly. That’s why each and every one of us led the life they wanted without being hindered by any limitations. Those are values that I wish all parents instill in girls in Egypt. If they do not acquire them at a young age, they will become more difficult to acquire as adults.
Having contributed to promoting an excellent image of inspiring remarkable Egyptian women and change makers, what advices do you wish to pass on to women of Egypt all over the world?
To believe in what they do, have a purpose in life, and to try to make a difference. It doesn’t matter if it is going to be gardening, teaching, a factory worker, a doctor, or engineer. Just try to make a difference. Being a stay home mom, in my opinion, is a tough job. Raising future leaders and good citizens is not for the faint of hearts. Women, who have the ability to give, can volunteer at any institution and receive a sense of accomplishment for being able to give something back to their community—either their time or energy.
Your self-worth and self-esteem rise when you contribute to the welfare of others. It is not about making money or attaining a high position; it is about what you want to be remembered with. No matter what profession you belong to, what is really important is to ask yourself these questions: how can I make any difference in my brief time on earth? If you find answer to such a question, then you will be able to find your path.
What are your future plans on both the professional and personal levels?
On the personal level, I am very much looking forward to retirement. I want to pursue hobbies that didn’t have time for when younger. I like to write, and I have been writing a collection of short stories for over 25 years now that I would like to finish. I would also like to take digital photography, gardening, creative writing and ballroom dancing classes. I also plan to volunteer with Doctors Without Borders and other humanitarian organizations that help in the relief of human suffering.
***If you liked this article, don’t forget to subscribe to our newsletter and receive our articles by email.
Originally posted on News: A study by French website Mediapart and Radio France Internationale (RFI) and two other French investigation sites in coordination with Dutch site Lighthouse Reports has revealed that French Rafael warplanes sold to Egypt had been used to support Khalifa Haftar’s forces in their military operations in Libya. The study said the…
Privacy & Cookies Policy
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.