Thesis--School of Advanced Airpower Studies, Maxwell Air Force Base, Ala., 1993-94. / Title from title screen (viewed Nov. 5, 2003). "October 1995." Includes bibliographical references.

This dissertation investigates the hypothesis that the more vowel-like a consonant is, the more difficult it is for listeners to classify it as geminate or singleton. A perceptual account of this observation holds that more vowel-like consonants lack clear markers to signal the beginning and ending of the consonant, so listeners don’t perceive the precise duration and consequently the phonological contrast may be neutralized in some languages. Three experiments were performed to address these questions using data from Persian speakers. In Experiment I, four speakers produced singleton and geminate tokens of the voiced oral consonants [d,z,n,l,j] and the glottals [h] and glottal stop at three speaking rates. It was found that Persian speakers do distinguish geminate durations from singleton durations for all manners even at very fast speaking rates, and vowels preceding geminates are slightly longer than those preceding singletons. Speaking rate had more of an effect on geminates than on singletons for all segments studied: the durations of the geminates decreased more in fast speech than the durations of the singletons did. In Experiment II, listeners heard manipulated continua of consonants ranging from singletons to geminates. Subjects’ identification curves were modeled using the cumulative Gaussian model. The modeled standard deviation was interpreted as the breadth of the perceptual threshold, and a broader threshold understood to indicate a less distinct perceptual boundary between the two categories. Obstruents [d,z] had smaller breadth values than the sonorants [n,l,j], and the glottals had the largest breadth values of all. This indicates that while sonorants were more difficult for listeners to categorize than obstruents, the glottals were the most difficult to categorize of the segments tested. Experiment III tested whether the modification of a specific parameter, the formant transition duration, would affect the perceptibility of the geminate/singleton contrast. A single token containing the glide [j] was manipulated to produce three different continua, each having a distinctly different manipulated transition: short, normal or long. It was found that the longer the transition was, the broader the perceptual threshold, thus making the consonant harder to categorize. / text

This dissertation seeks to understand the ways in which Pakistani government’s attempts to initiate large-scale infrastructure development projects in Balochistan Province have transformed its social and political landscape. Ethnographically, the study focuses on Gwadar, a small coastal town in Pakistan’s western Balochistan Province to show how colonial and postcolonial projects of progress and development suppress or subsume other kinds of lived geographies and imaginations of place. Keeping in mind the centrality of everyday experiences in generating social forms, this dissertation describes how development, transnationalism, and ethnic identity are (re)configured. It is based on ethnographic encounters that foreground the lived experiences and imaginations of fishermen from Med kinship and occupational group who occupy a subaltern position within the local status hierarchy in Gwadar. On the one hand, the promise of becoming modern citizens of the future mega city incites new desires and longings among those fishermen that facilitate their incorporation into emergent regimes of labor and entrepreneurship. On the other hand, Pakistani security forces have tightened their control over the local population by establishing a cordon sanitaire around Gwadar Port and the town. These mechanisms of control have disrupted local fishermen`s experiences of place and intimate sociality and introduced elements of exclusion, fear, and paranoia. By interrupting the fishermen`s expectations of their rightful place in the city, it compels them to think of alternate ways to confront the state’s development agenda, including peaceful protest and armed struggle. The dissertation concludes, tentatively, that the imposition of political violence by state authorities that accompanies the structural violence of mega infrastructure projects tends to create a mirror effect whereby the victims of development adopt a language of violence and a different idiom of identity. / text

The primary question that this dissertation seeks to answer is, “How might we characterize the narrative depiction of Esther’s political involvement in the affairs of the Persian state?” Many scholars have tried to answer this question with regard to how typical or exceptional Esther is vis-à-vis portrayals of other biblical women: Does Esther represent an aberration from gender norms or an embodiment of male patriarchal values? The project undertaken here is to challenge the way in which the entire question has been framed because underlying it is a set of problematic assumptions. The results of the question framed thus can only lead to more interpretive difficulties, either denying the commonalities between Esther and other biblical women, or ignoring the dynamics at play when the very same descriptions are used of men. In addition, the reliance on these two categories has provided a kind of self-perpetuating logic so that scholarship about men and women and their respective roles tends to replicate two separate and divided spheres within academic discourse. This dissertation begins with a review of scholarship on Esther. Many scholarly assessments of her, whether they see her as typical or exceptional, rely on problematic assumptions; yet within the body of scholarship on Esther there were also a number of insights that suggest a more nuanced approach to evaluating her character. One problem of dichotomous assessments of Esther is that they rely on an assumption of gendered and separate public and private spheres for men and women respectively, a construct that suffers from a number of theoretical issues. In addition to the general problems with this language, the portrayal of Esther as a politically powerful and persuasive woman connects her to a wide variety of biblical literature, suggesting that she is not the exceptional figure that some have claimed but deeply embedded within a tradition. Moreover, the role that familial and kinship relationships and metaphors play in structuring political life opens up the historic possibility that women may have participated in the political arena, depending on their own family dynamics. None of the evidence regarding Persian women—Esther’s narrative portrayal, Greek historiography on Persian royal women, or indigenous Persian sources—provide any reason to assume that women were categorically confined to a private sphere. Thus, this dissertation proposes a movement away from the discourse on public and private, thereby opening up the historic possibility for women’s participation in the political role of royal counselor. / Near Eastern Languages and Civilizations

This study explores how cultural inquiry was integrated into a third-year Persian class via printed texts, film, WebQuests and PowerPoint presentations, and how that cultural inquiry was made sense of and understood by the students in the course. Specifically, this qualitative study addresses two research questions: 1. How do students experience the cultural inquiry pedagogy? 2. How do students' understandings about Persian culture develop? The study’s participants were four college students in a fifth semester Persian language course at a large southwestern university during fall of 2009. Students were exposed to two sets of cultural integration including two films and WebQuest activities. The collected data included a demographic questionnaire, classroom observations, individual interviews and students’ reflective journals. Data were analyzed using Constant Comparative Method (Glaser & Strauss, 1967). A major finding of this study was that that in all four cases, participants felt they benefited from the content presented through multimedia and technology and the knowledge they gained through the cultural inquiry activities contributed to the development of their cultural awareness. In addition, the development of learners’ cultural knowledge and awareness was another important finding of this study. The study also revealed the deconstruction of some of the stereotypes that students brought with them to the classroom. Through the cultural inquiry pedagogy and exposure to different types of texts and group discussions, some of these stereotypes were deconstructed and new ideas were formulated. Another important finding of the study was the importance of utilizing cultural inquiry pedagogy. This study showed in particular the crucial role of group discussions, the importance of pre- and post- viewing activities related to filmic texts and WebQuest activities as benefiting the students most in their cultural inquiry. The study’s findings have implications for educators and curriculum developers to understand better the kinds of experiences and opportunities students have when they are engaged in cultural inquiry activities and are exposed to multimedia and technology, which contribute to the development of their cultural knowledge and awareness. / text

Following the 1973 rise in the price of oil, the six Gulf Cooperation Council (GCC) nations of the Middle East became hosts to hundreds of thousands of foreign workers taking part in the economic development of the region. From the beginning, the employment of migrant workers was seen as a temporary measure, necessary to compensate for the small indigenous populations in the Gulf. The numbers of foreign workers has become so great, that the migrants now constitute a majority of the population in several of the GCC countries. The relative permanence with which foreign workers have now established themselves is of great concern to the host governments. It appears that the insufficient skill-levels and sizes of the national workforces, together with the position the extensive and growing migrant communities hold in the growing Gulf economies point to the continued presence of large foreign populations for some time to come.

This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.

This dissertation explores, within the general framework of Distributed Morphology, the licensing conditions of empty nouns in Persian, a Western Iranian language, and the issues that arise within this context for the distribution of plural marking and the insertion of the Ezafe vowel. With respect to the licensing of the empty noun, the proposal made in this thesis is along the lines of those that link ellipsis to information structure (e.g. Rooth 1992a, 1992b; Gengel 2007, among others). It is suggested that the Empty Noun Construction (ENC) is derived through the interaction between the following two information-structural features: (i) the E(llipsis)-feature, which ensures that the head noun is identical with its counterpart in the antecedent and specifies the head noun for non-pronunciation; (ii) the F(ocus)-feature, which specifies the remnant modifier as an element which is in some kind of contrastive relationship with its corresponding element in the antecedent. The interaction between these two features is implemented in the syntax in a phase-based derivation. Plural marking and Ezafe insertion in the ENC are accounted for within an articulated derivational model of PF (Embick & Noyer 2001; Embick 2003 et seq.; Pak 2008). It is proposed that the displacement of the plural marker in the ENC is motivated by the non-pronunciation of the head noun and is handled early in the PF derivation by Local Dislocation operation. Adopting Pak's (2008) model of syntax-phonology interface, the rule responsible for the insertion of the Ezafe linker -e is argued to be a phonological rule that applies at the Late-Linearization stage to connect [+N] heads to their following modifiers/complements.

Self and nation, popularly considered to be of natural origin in the Western world, are in fact constructed through social processes. One of these processes is narrative: the stories that purport to describe the nation and the self actually bring them into being. This thesis argues that national identity and the individual subjectivity of citizens are mutually and simultaneously constitutive, as the stories that construct both phenomena draw on the same discourses. Nations are constructed through narratives told about their citizens, whilst individuals draw on shared discourses within the national domain in order to narrate their identities. According to scholars like Dawson (1994) and Summerfield (1998), who use the term “subjective composure” to describe this process, narrating life experiences allows people to construct an “acceptable” version of their past and their selves that can be comfortably lived with. When a person’s stories are authorised the identity produced by those stories is socially validated. In this thesis I explore the processes of the simultaneous construction of self and nation via an analysis of the narratives told about one event: the deployment of the Royal New Zealand Air Force’s 40 Squadron to the coalition force that fought Iraq in the 1991 Persian Gulf War. 40 Squadron’s own narratives of the event, collected in interviews in 2007, as well as media representations and government statements from the time of the Gulf War, are analysed in regards to their various identity projects, alongside memoirs and histories of both the Gulf War and earlier wars in which New Zealand has taken part, in order to illuminate the shared discourses against which New Zealand narratives of the Gulf War must find affirmation. I find that the identity project of the nation is at odds with those of individual 40 Squadron members; so that the same discourse cannot be used to achieve both projects. This results in several different definitions of 40 Squadron’s deployment. Whilst the government and media categorise it as a peacekeeping mission, members of 40 Squadron construct it as an instance of their either being “at war” or “on holiday.” Because only the peacekeeping categorisation circulates in the public sphere, 40 Squadron struggles to find affirmation for the stories they tell about their experience and therefore for the identities they narrate through those stories. National discourses may not always be workable for citizens attempting to compose acceptable selves.

Speakers of Persian, like speakers of other languages, utilise Routine Politeness Formulae (RPF) to negotiate central interpersonal interactions. RPF in Persian have not received any systematic description as to their forms, their functions, their typical conditions of use and their discourse structure rules. Bridging this gap, for the first time, RPF from five frequently-used speech acts – namely, greeting, leave-taking, apologizing, thanking and requesting – are documented in this thesis. Data were derived from Persian soap operas and from role-plays with native speakers, and were entered into a database for further analysis. The analysis is qualitative and the data are conceived of as phraseological units to be represented as dictionary entries. The study of the aforementioned speech acts and their related array of RPF reveals the dynamics of interpersonal polite behaviour among Persians, reflecting the following socio-cultural values prevalent in Iranian society: (i) its group-oriented nature, (ii) a tendency towards positive (solidarity) politeness, (iii) sensitivity to remaining in people’s debt, (iv) sensitivity to giving trouble to others, (v) a high premium on reciprocity in interpersonal communications, (vi) the importance of seniority in terms of age and social status, and (vii) differentiation between members of the ‘inner circle’ and the ‘outer circle’. This thesis also reveals the dominance of the strategy of self-lowering and other-elevating. Almost all RPF in Persian allow for the use of this pervasive strategy, which is also manifested by two further sub-strategies: (i) a propensity to exaggerate favours received from others, and (ii) giving precedence to others over oneself. Finally, it is suggested that Islamic teachings have significantly influenced the formation and use of certain RPF. The dictionary resulting from this work can serve as a resource for researchers in sociolinguistics and pragmatics, and for the teaching of Persian to non-Persian speakers.