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What is typically seen as the flowering of print culture in Egypt circa the 1880s and 1890s—i.e. newspapers and periodicals and authorship and eventually novels, and political and religious debates in print—in fact marks not a flowering, but the collapse of the first print culture that existed there. This original print culture arose and functioned via the mediation of the khedival government. It therefore necessarily came undone with the challenge to the regime's authority posed by the British occupation of Egypt in 1882, or the beginning of British colonial rule under the veiled protectorate. Indeed, in my interpretation, the dynamism that eventually billowed out from the Arabic press marked the contentious fallout over the collapse of the government, the standing social order, and the original print culture that these two pillars propped up. Those who remained involved in printing in Egypt thereafter competed to fill the void poised by this revolutionary upheaval, battling for legitimacy in speaking out to, and on behalf of, the public regarding how society could regain its footing. [ABSTRACT FROM AUTHOR]

Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language skills to model grammatically correct verbal responses to action "wh-" questions ("What is he/she doing?") using picture stimuli with three preschool-aged children with hearing loss. Data from a multiple probe across participants design indicated that (a) all children learned to appropriately answer the "wh-" question using their targeted grammatical form during intervention, (b) all three children were able to generalize these skills to untrained pictures with varying degrees of success, and (c) all three children maintained the skills for 6 to 10 weeks following intervention. Implications for teaching grammatical forms to preschool children with hearing loss are discussed.

Children with hearing loss often experience communication and language delays that result in difficulties acquiring novel vocabulary and literacy skills. This research examined the effectiveness of using repeated storybook reading paired with explicit teacher instruction to teach novel vocabulary to young children with hearing loss who were receiving instruction with an oral approach. Data from a multiple baseline design across 4 children demonstrated that all children acquired the instructional vocabulary words, demonstrated generalization of the words in a novel situation, and maintained vocabulary for 2-4 weeks following intervention. Vocabulary that had not been explicitly taught was learned at a low rate across the 5 books. Implications for teaching young children with hearing loss and communication delays are discussed.

The article reports on An Egyptian Shaykh's Literary World, an independent project that digitally reconstructs the 480 print and manuscript titles in the handwritten Arabic probate inventory of Shaykh Mustafa Salama al-Najjari, an intellectual in late Ottoman Egypt. Topics covered include the career background of Al-Najjari, how the dataset both in Arabic and in transliteration was built and the workflow of the project.

The article reports on An Egyptian Shaykh's Literary World, an independent project that digitally reconstructs the 480 print and manuscript titles in the handwritten Arabic probate inventory of Shaykh Mustafa Salama al-Najjari, an intellectual in late Ottoman Egypt. Topics covered include the career background of Al-Najjari, how the dataset both in Arabic and in transliteration was built and the workflow of the project.