This comprehensive history of Kandahar uses unpublished and fugitive sources to provide a detailed picture of the geographical layout and political, social, ethnic, religious, and economic life in Afghanistan’s second largest city throughout the nineteenth century.
Once considered a bastion of learning, leadership, and disciplined lifestyle, today’s private military academies are often regarded as expensive holding facilities for unwanted, incorrigible boys who have nowhere else to go. Their depiction in popular media has reinforced the impression that they are boot camps disguised as educational institutions. The reality is far more complex and far more encouraging. Using a decade of participant observation research, including serving as an instructor at some of these schools, anthropologist William Trousdale explores the contemporary experience of military school life. From the admissions office to daily life in barracks, classrooms, playing fields, and social events, he describes how these schools endeavor to realize their mission of creating educated, mature young men from largely at-risk youth and the challenges—both met and unmet—in doing so. This volume will be of interest to those studying secondary and alternative education, at-risk youth, and the role of the military in society.
This comprehensive history of Kandahar uses unpublished and fugitive sources to provide a detailed picture of the geographical layout and political, social, ethnic, religious, and economic life in Afghanistan’s second largest city throughout the nineteenth century.
Once considered a bastion of learning, leadership, and disciplined lifestyle, today’s private military academies are often regarded as expensive holding facilities for unwanted, incorrigible boys who have nowhere else to go. Their depiction in popular media has reinforced the impression that they are boot camps disguised as educational institutions. The reality is far more complex and far more encouraging. Using a decade of participant observation research, including serving as an instructor at some of these schools, anthropologist William Trousdale explores the contemporary experience of military school life. From the admissions office to daily life in barracks, classrooms, playing fields, and social events, he describes how these schools endeavor to realize their mission of creating educated, mature young men from largely at-risk youth and the challenges—both met and unmet—in doing so. This volume will be of interest to those studying secondary and alternative education, at-risk youth, and the role of the military in society.
Relying on a wealth of new data, this book argues that long-standing puzzles of Negative Inversion (NI) syntax are not puzzles at all when viewed through the lenses of Gricean pragmatics and Labovian sociolinguistics. Focusing on sentences such as "Can't nobody lift that rock" in African American, Anglo, and Chicano Englishes in Texas, the book provides tidy solutions to problems such as: the NI’s relationship to its non-inverted counterpart, its relationship to existential “there” sentences, to modal existential sentences, to the definiteness effects surrounding its NP subject, the emphatic meaning with which it seems to be associated, and more. The book argues that such issues, which have been explored in the syntax and semantics literature since the late 1960s, are handled more fruitfully via Gricean reasoning, demographics of use, and a simple semantics. As such, the book argues that NI can be freed from the “syntactico-semantic straitjacket” into which it has often been forced. It also demonstrates ways in which pragmatic and sociolinguistic thought can be brought together to inform larger linguistic analyses.
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