meaning of phd in persian

Persian Studies Graduate Program

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From its inception, Roshan Institute for Persian Studies has supported graduate education, especially at the PhD level, at UMD through partnership with various departments and collaboration with the Graduate School.

Applicants are selected by individual admission committees in the discipline to which they have applied (i.e. Women’s Studies, History, Comparative Literature, and Theatre). Roshan Institute then partners with the respective department offering partial Roshan fellowship and expert academic advice. The result of this rigorous selection process, in-depth advising, and financial support has been a great record of job placement for these fellows.

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Explore past Persian Studies graduate student placement and success!

PRIRSPHD - Persian and Iranian Studies

Program description.

• Program of Iranian Studies

The UCLA Program of Iranian Studies – one of the oldest in the field – is home to several endowed chairs and endowments, and attracts a thousand students to its courses each year. It has the largest and most comprehensive doctoral program of its kind in the Americas, and is the only one to cover the entire spectrum of Iranian Studies across disciplines, linguistic boundaries and periods. Its distinctive strengths are Old and Middle Iranian philology, ancient Iranian history and religions, archaeology, and the study of classical Persian literature.

The Pourdavoud Institute leverages these extensive resources in order both to preserve the core of ancient Iranian Studies and to transform its orientation, by integrating the entire field into the larger tapestry of the ancient world.

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Translation of "PhD" into Persian

(فقط در کشورهای انگلیسی زبان) درجه ی دکتری, دکترا (معمولا پس از اسم می آید: .Nasser Dastranj, Ph.D) are the top translations of "PhD" into Persian. Sample translated sentence: I used to think I have to accomplish all these things -- have to be a great entrepreneur, or get a PhD to teach -- but no, I just asked, and I could teach. ↔ قبلاً فکر میکردم باید همهی اینها را به سرانجام برسانم -- کارآفرین بزرگی شوم یا برای تدریس دکتری بگیرم -- اما نه، فقط درخواست کردم، و توانستم تدریس کنم.

Alternative form of [i]Ph.D. [/i] [..]

English-Persian dictionary

(فقط در کشورهای انگلیسی زبان) درجه ی دکتری, دکترا (معمولا پس از اسم می آید: .nasser dastranj, ph.d).

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Automatic translations of " PhD " into Persian

Translations of "phd" into persian in sentences, translation memory.

Excellence in Persian and Iranian Studies

University of Arizona's Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies is supported by the Roshan Cultural Heritage Institute, a US-based nonprofit that sponsors educational activities to promote the understanding, transmission, and instruction of Persian language and culture. Roshan GIDP benefits from the support of the College of Social and Behavioral Sciences, the Graduate College, the School of Middle Eastern and North African Studies, and the Center for Middle Eastern Studies. 

Learn about our programs

Each year, the Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies admits and supports a select number of highly motivated and inquisitive students to its M.A. & Ph.D. programs focusing on modern or classical Persian literature, Iranian (or other Persian speaking societies’) culture, history, religion, social organization, and politics.

Our Graduate Programs

Ph.D. Persian and Iranian Studies

M.A. Persian and Iranian Studies

Ph.D. and M.A. Minor

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Latest News

• Hajar Hussaini Wins Mo Habib Translation Prize in Persian Literature (June 25, 2024)
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• A Week with Rakhshan Bani-E'temad at MELC (February 21, 2024)
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Related Research

• Aria Fani, Reading across Borders: Afghans, Iranians, and Literary Nationalism . Austin: University of Texas Press, 2024.
• The Shadow Texts of National History: Poetic Participation in Iran and Afghanistan, Philological Encounters   
• Monfaredi, E. (2022). Exiting a Storytelling Sequence in Persian Language Classrooms. In A. Filipi, B.T. Ta, & M. Theobald (Eds), Storytelling Practices in Home and Educational Contexts (pp. 261-282). Springer.
• Monfaredi, E. (2022). Student-initiated Storytelling in Classroom Interaction. Classroom Discourse , 1-29.
• Aria Fani, “What Does Translation Mean in the Age of Colonial Modernity?” In The Routledge Handbook of Persian Literary Translation, edited by Michelle Quay, Patricia Higgins, and Pouneh Shabani-Jadidi (2022), pp. 286-298.
• Aria Fani and Schwartz, KL. Persianate Pasts; National Presents: Persian Literary and Cultural Production in the Twentieth Century (Special issue), Iranian Studies 55.3 (2022): 603-790.
• Kasper, G., & Monfaredi, E. (2021). Storytelling as instructional practice in Persian language classrooms. In J. Wong & H. Z. Waring (Eds.), Storytelling in multilingual interaction: A conversation analysis perspective (pp. 119–161). Routledge.
• “What Is Literature? The Rise of a Global Literary Discourse” (Mandarin Chinese title: 文学是什么?一种全球性文学话语的兴起), Journal of Foreign Languages and Cultures (2021): 42-49.
• Aria Fani, "The Allure of Untranslatability: Shafi'i-Kadkani and (Not) Translating Persian Poetry.” Iranian Studies, 54.1-2 (2021): 95-125.
• Aria Fani, "Iran’s Literary Becoming: Zokaʾ ol-Molk Forughi and the Literary History That Wasn’t," Iran Namag  5.3 (2020), pp. 114-144.
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Persian Studies Major

Program Director: Fatemeh Keshavarz, Ph.D.

The 45 credit major in Persian Studies (12 courses, excluding prerequisites, and 3 supporting courses that can be fulfilled by a double major or minor) will provide students with a solid background in linguistic, literary, and cultural aspects of the study of Persian. This study will be inclusive of the cultures of Iran, Afghanistan, Persian-speaking Central Asia, and the Persian diaspora. Students work toward competence in speaking, reading, writing, and listening, in addition to studying the evolution of Iranian and Persianate cultures in their diverse perspectives, practices, and products. They will become conversant with the contemporary political and daily life of Persian-speaking peoples, with cultural comparison implicit throughout their 4 years.

The B.A. in Persian Studies (PERS) prepares students for a range of professional opportunities, including careers in government, education, the arts, business, and communication. Many undergraduates will choose to double major or do a double degree in Persian and another subject, including arts and humanities majors, business, computer science, engineering, and journalism.

Placement in Courses

For information about the World Language Placement, go to: http://arhu.umd.edu/academics/world-language-placement/ .

Program Learning Outcomes

• Language Ability: Students develop and improve their language ability in speaking, listening, reading, and writing in Modern Standard Persian. Students demonstrate level-appropriate oral and written skills as assessed by Oral Proficiency Interviews (OPIs) and the University of Maryland Test of Persian Proficiency Test ©. At graduation this is defined as Intermediate High to Advanced levels of proficiency across skills.
• Cultural Literacy: Students develop and improve their ability to function in relevant cultural, religious, and linguistic contexts and demonstrate cultural awareness through identifying and articulating cultural values and practices, similarities and differences, and successfully handling situations that require intercultural negotiation of meaning.
• Analytical and Argumentative Skills: Students develop and improve their abilities to analyze various texts (including written, audio, visual) representing different genres and develop and improve their abilities in critical analysis. Students hone their critical thinking and discursive skills by demonstrating the ability to distinguish between opinions and facts and advancing their own reasoned arguments delivered in written or oral format.
• Disciplinary Knowledge: Students demonstrate curriculum-based familiarity with key figures, texts and events within the social, cultural, and historical contexts of regions of the world where Persian has a significant linguistic or cultural presence.
• Academic Skills: Students are able to produce and present source-based academic texts (oral and written) in Persian and/or English, display an awareness of various purposes and audiences, and demonstrate analytical skills as described under 3 above.

All students planning to pursue the major in Persian Studies should contact the undergraduate advisor for Persian, who will be responsible for placement, oversight, and record keeping.

There are no prerequisites for students with equivalent knowledge. 

All prerequisites imply "or equivalent knowledge." In cases where a student has equivalent knowledge, required language-focus credits are replaced in consultation with undergraduate advisor. This may include courses in Arabic for those students who intend to study Persian literature in Persian, as Arabic is integral to the history of Persian Literature.

No prerequisites

Courses in Middle Eastern Studies taught in English outside the department may be substituted on prior approval of the undergraduate advisor.

The area of study outside Persian Studies should be cleared with the undergraduate advisor upon declaring a major. Double majors and minors fulfill this requirement.

Students must earn a grade of "C-" or higher in each course applied toward a major or minor in the School of Languages, Literatures, and Cultures. Additionally, an overall GPA of 2.0 in a major or minor is required for graduation.

Click  here  for roadmaps for graduation plans in the College of Arts and Humanities.

Additional information on developing a graduation plan can be found on the following pages:

• http://4yearplans.umd.edu
• the  Student Academic Success-Degree Completion Policy  section of this catalog

Scholarship Opportunities for Persian Study 

Persian language flagship scholarship.

Persian Flagship students are eligible to receive need-based funding when it is most necessary – to support intensive domestic summer study at an approved institution (such as the University of Maryland Summer Language Institute), and for the domestic capstone year.

In order to apply for funding through the Flagship Program, students must demonstrate that they have actively pursued other scholarship opportunities. Each student has a  lifetime maximum of $20,000  that they are eligible to receive from The Language Flagship Program.

Boren Awards

Boren Scholars and Fellows study a wide range of  critical languages , including Persian . Boren Awards are available to students of  all  proficiency levels who are committed to enhancing their skills.

The Boren Fellowships offer up to $12,000 for summer intensive language study. If requested, the maximum total combined domestic and overseas award amount is $30,000 . Domestic study is entirely optional but may be useful preparation for Boren Fellows whose overseas program requires that they arrive in country with strong language skills. See further guidance here .

Critical Language Scholarship

http://clscholarship.org

The Critical Language Scholarship (CLS) Program is a fully funded summer overseas language and cultural immersion program for American undergraduate and graduate students. With the goal of broadening the base of Americans studying and mastering critical languages and building relationships between the people of the United States and other countries, CLS provides opportunities to a diverse range of students from across the United States at every level of language learning.

The CLS Program is a program of the U.S. Department of State.

Location: Dushanbe, Tajikistan Requirements: One year of Persian Study before program begins, U.S. Citizenship Deadline: November Minimum GPA: N/A Amount: Full cost of attendance provided.

Middlebury Institute of International Studies-Language Flagship Scholarship

The Middlebury Institute of International Studies at Monterey has partnered with The Language Flagship to provide a guaranteed scholarship of  $16,000  each year to its students. We recognize Language Flagship students and their commitment to language and cross-cultural communication as a valuable part of our campus community and global alumni network.

You may also receive additional  merit and need-based scholarships  depending on the strength of your application or financial situation.

How to Apply

• Submit your  application  for one of our degree programs by the next  priority deadline . Please indicate that you're affiliated with Language Flagship when prompted on the online application.
• You may also waive your application fee at http://go.miis.edu/LFwaiver/ .

For a Host of Other Scholarships, Please Visit:

http://sllc.umd.edu/special-programs/arabic-persian/persian-flagship/funding/

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Persian Language and Iranian/Persianate Studies Faculty

Persis Berlekamp

Thibaut d'Hubert

Austin O'Malley

Pouneh Shabani-Jadidi

Mehrnoush Soroush

Persian faculty in other departments.

Alireza Doostdar  (Divinity School)

Yousef Casewit  (Divinity School)

2024-2025 Persian Studies Lecture Series

October 23rd - Frank Lewis memorial lecture – Prof. Nasrin Rahimieh, UC Irvine (https://nelc.uchicago.edu/news-events/franklin-lewis-lecture-series)

February 19th - Heshmat Moayyad memorial lecture – Prof. Mohamad Tavakoli-Targhi, University of Toronto (https://nelc.uchicago.edu/heshmat-moayyad-lecture-series)

May 14th - Frank Lewis memorial lecture – Prof. Asghar Seyed-Gohrab, Utrecht University (https://nelc.uchicago.edu/news-events/franklin-lewis-lecture-series)

Persian in the Workplace

Because of the geopolitical significance of the area, Persian is a critical language for foreign and public policy, international development, international law, foreign service, national security, marketing and international trade. For anthropologists, archaeologists, historians, journalists, linguists, and other researchers, Persian has been an important language for fieldwork and research both in the Middle East and in diaspora communities in North America and elsewhere. In addition, the language is widely and extensively attested in painted, inscribed, or embossed material culture forms (murals, tiles, pottery, tableware, metalware, architectural and monumental inscriptions, jewelry, miniature painting).  Persian is the language of the world-renowned cinema of Iran (including directors like Abbas Kiarostami, Asghar Farhadi, Mohsen Makhmalbaf, Majid Majidi, etc.), and of many modern writers (e.g., Atiq Rahmani, Jalal Al-e Ahmad, Forugh Farrokhzad, Sadegh Hedayat, Shahrnush Parsipour, Zoya Pirzad). 

Persian is historically the most important language and literature in the Islamic world after Arabic, with a vast and rich literary tradition, including poetry, prose belles lettres, historical chronicles, documents and correspondence, political treatises, philosophical treaties, religious (devotional, doctrinal, mystical, theological, heresiological, eschatological) tracts, scriptural texts (Islamic, Christian, Jewish, Zoroastrian, Baha’i), travelogues. Persian was the language of the primary chronicles, histories, and biographies of Iranian, Turkic, Central Asian and South Asian dynasties, as well as of treatises on kingship and statecraft, Sufism, philosophy, astronomy and belles lettres.  Persian poetry was a critical inspiration for European Romanticism, with Sir “Oriental” Jones, Voltaire, Goethe, Ralph Waldo Emerson and many others translating, emulating or imitating Persian poetry. The Persian ghazal form shaped the Urdu and Turkish ghazal and has now given rise to the English ghazal.

Persian Study at UChicago

Students in the College can fulfill their language requirement with Persian, or use it as the basis for a Minor or Major in Near Eastern Languages and Civilizations (NELC), or combine it with another program major (e.g., Fundamentals, Study of Gender and Sexuality, Global Studies, History, Human Rights, Political Science, Public Policy, etc.). MA students in CMES and in the Divinity School, MAPH or in MAPSS can focus on Persian language, literature, art, history and religions; and students in the PhD programs in Anthropology, Art History, Cinema and Media Studies, Comp Lit, Divinity, History, Music, NELC, Political Science, and SALC, etc., can pursue Persian as a major or minor research language. Graduate students often pair the study of Persian with other important languages of the region: Arabic, Armenian, Hebrew, Hindi, Kazakh, Syriac, Turkish, Urdu, Uzbek, etc.

Alongside the formal coursework, various extracurricular activities create and encourage opportunities on campus for students to practice colloquial speaking:  our Persian Sofreh, a weekly Persian lunchtime conversation table; an occasional Persian Film Night, to watch and talk about classics of Iranian cinema; and a weekly Persian Circle ( Anjoman-e sokhan ) where various academic and cultural topics are presented in talks and formal lectures in Persian followed by Q&A.

Persian Student Essay Prize

Thanks to Babak Pazooki’s generosity, the Department of Near Eastern Languages and Civilizations will award one student in Intermediate Persian or other higher level Persian class with the Persian Student Essay Prize for the best written final paper. The prize will be presented at a Persian Studies reception at the end of spring quarter.  

Persian Language, Culture, and Literature Courses Persian Offered at the University of Chicago

The University of Chicago offers two years of formal language-training in Persian, Elementary and Intermediate Persian, focusing on the four skills (listening, reading, speaking, writing). These courses meet four hours per week. Upon completion of the intermediate class, students have a firm basis in the language and can continue to expand their vocabulary, fluency and cultural command in various advanced survey courses, including Media Persian, Persian Literary Translation, the Persian Short Story, the Persian Ghazal, Persian Prose, Persian Sufi Texts, Modern Scholarly Prose, as well as courses about specific authors and themes (the Shâhnâmeh, Jalâl al-Din Rumi, Women Writing Persian, Nezâmi, Farid al-Din Attâr, Sanâ’i, Sa`di, Bidel, and other courses in Persian literature).

Persian Language Courses

PERS 10101-02-03 Elementary Persian  This sequence concentrates on all skills of language acquisition (reading, writing, listening, and speaking). The class begins with the Persian alphabet, and moves to words, phrases, short sentences, and finally short paragraphs. The goal is to enable the students towards the end of the sequence to read, understand, and translate simple texts in modern standard Persian and engage in short everyday conversations. All the basic grammatical structures are covered in this sequence. Introducing the Iranian culture through the texts is also a goal. The class meets four hours a week with the instructor and one hour with a native informant who conducts grammatical drills and Persian conversation.

PERS 20101-02-03 Intermediate Persian  This sequence deepens and expands the students' knowledge of modern Persian. The goal is to enable the students to gain proficiency in all skills of language acquisition at a higher level. In this sequence, the students learn more complex grammatical structures and gain wider vocabulary through reading paragraph-length texts on a variety of topics related to Persian language, literature, and culture. Students will also be familiarized with Persian news and media terminology. Class meets four hours a week with the instructor and one hour with a native informant who conducts grammatical drills and Persian conversation.

PERS 20500 Media Persian  This course provides students with an opportunity to read authentic texts in Persian. Through various exercises, the students will be familiar with the news terminology as well as other complex expressions and proverbs used throughout the news articles that encompass different themes related to Iran’s politics, literature, culture, economy, etc. During this course, you will read a variety of news excerpts from the newspapers printed inside Iran (Ettelā’āt, Keyhān, Sharq, E’temād, Irān, and Mardomsālāri) and follow their current status as reflected in today’s media. Class meets three hours a week with the instructor and one hour with a native informant who conducts grammatical drills and Persian conversation.

PERS 20502 Persian Literary Translation   This course aims at strengthening the proficiency level of students beyond the intermediate level. Through a survey of translation techniques and strategies, students will do hands-on translations of various kinds of literary texts, both prose and poetry, both classical and modern. In addition, students will be introduced to prevailing theories of translation and the most efficient methodology of translating Persian literary texts by means of a close comparison of translated texts with the original. As term project, students will translate a short story or a long poem, either classical or modern from Persian into English. Class meets two days per week, each session for an hour and a half.

PERS 20502-NEHC 22502/32502 Persian Literary Translation : Through the Translation of Hafez (Spring) (Dr. Pouneh Shabani-Jadidi) Translating poetry is often a challenging endeavor, but translating Persian classical poetry is especially complex for several reasons, including the genre’s prevalence of ebhām (ambiguity) and ihām (polyvalence). These challenges have caused many literary translators to dub Hafez’s poetry as practically untranslatable, yet nonetheless there have been many attempts at translation, with varying degrees of success. This course aims to both explore the specific challenges translators of Hafez have encountered and also to strengthen students’ literary translation skill through the translation of Hafez’s ghazals. Through reading about translations of Hafez and other Persian classical poets and hands-on translations of several ghazals of Hafez, students will foster a better understanding of the multilayered meanings of his poetry. In addition, published as well as video sources on literary translation will serve as an introduction to prevailing theories of translation and to efficient methodologies of translating literary texts.

PERS 30331 Love and War: The Romance and Epic Traditions in Premodern Persian (Winter) (Dr. Austin O’Malley) This advanced reading course introduces students to the intertwined epic and romance genres in premodern Persian. Through engagement with the original sources, students will become familiar with the vocabulary, grammatical features, poetic topoi, and metrical rules necessary to read, understand, and analyze key selections from Ferdowsi, Neẓāmi, Amir Khosrow, Jāmi, and other poets. In addition to developing their linguistic skills and familiarizing themselves with central texts of the premodern Persian canon, students will also engage with both Persian- and English-language scholarship on the tradition. This course is open to those who have completed two years of Persian or the equivalent.

Iranian/Persianate Studies Courses

NEHC 22708 Persian Literature in “the West”: Transcendentalism to New Age Spirituality (Winter) (Dr. Austin O’Malley) Although we may have passed “peak Rumi,” Persian poetry is still often translated and consumed as a component of modern “global” spirituality, and poets like Hāfeẓ and Rumi are frequently understood to be universalizing mystics. This course explores how Persian poetry has been adapted into European languages and interpreted over the past two hundred years, from Transcendentalists to New Agers, with a particular focus on how it has been variously invested with religious or “spiritual” meaning in Euro-American contexts. Class readings include a variety of translations of Persian poetry; secondary sources on translation, reception, and “world literature”; and theoretical critiques of “religion” and “mysticism” as analytic categories. All readings are in English, and no prior familiarity with Persian or the Persian language is required.

NEHC 20601/HIST 25610/SOSC 22000/RLST 20401/MDVL 20601 Islamic Thought and Lit I (Autumn) (Dr. Austin O’Malley) In the first quarter of Islamic Thought and Literature, students will explore the intellectual and cultural history of the Islamic world in its various political and social contexts. Chronologically, the course begins with emergence of Islam in the 7th century CE and continues through the Mongol conquests until the rise of the “gunpowder empires” circa 1500. Students will leave the course with a historical and geographical framework for understanding the history of the Middle East and a familiarity with the major forms of premodern Islamic cultural production (e.g., history-writing, scriptural exegesis, poetry, philosophy, jurisprudence, etc.). Students will also develop the skills and contextual knowledge necessary for analyzing these sources in English translation; they will thus come to appreciate premodern Islamic cultural products on their own terms while engaging in the collective work of historical interpretation. No prior background in the subject is required. This sequence meets the general education requirement in civilization studies.

SALC 22604 /32605 “A Poem in Every House”: Persian, Arabic, and Vernacular Poetry in North India and the Deccan (Autumn) (Dr. Thibaut d’Hubert) The Indian subcontinent is home to some of the most vibrant literary traditions in world history. The aim of this course is to introduce students to the main trends in the premodern (/pre-nineteenth century) literature of South Asia through a selection of poetic and theoretical texts translated from a variety of languages (Arabic, Bengali, Dakani, Hindi, Maithili, Marathi, Persian, Panjabi, Sanskrit, Urdu, etc.). We will discuss issues of literary historiography, the relations between orality and writing, and the shared aesthetic world of poetry, music, and visual arts. We will review the basic principles of Perso-Arabic and vernacular poetics through a selection of representative theoretical treatises and poems. We will also explore the linguistic ecology of the Subcontinent, the formation of vernacular literary traditions, multilingual literacy, and the role of literature in social interactions and community building in premodern South Asia. Every week the first half of the class will be devoted to the historical context and conceptual background of the texts we will read in the second half. Attention will be given to the original languages in which those texts were composed as well as the modes of performance of the poems and songs we will read together.

RLST 28101 Iblis: Muslim Perspectives on the Devil (Spring) (Dr. Alireza Doostdar) This course examines a range of Muslim perspectives on the Devil. Is Iblis a personification of evil, an archetype of arrogant rebellion against divine command, a perfect monotheist and tragic lover of God, or an ally of humankind and teacher of freedom and creativity? Our readings will include selections from the Qur'an and hadith, Sufi poetry, modern political and theological writing, and others.

RLST 24550/ISLM 32419 – Major Trends in Islamic Mysticism (Winter) (Dr. Yousef Casewit) This course examines Islamic mysticism, commonly known as Sufism, through an exploration of English translations premodern and contemporary Sufi literature in Arabic and Persian. The goal is to gain firsthand exposure of a broad spectrum of literary expressions of Islamic spirituality in their historical context, and to understand exactly what, how, and why Sufis say what they say. Each of the units will comprise of lectures and close readings of excerpts from the text in Arabic/Persian and English translation.

NEHC 20014 Ancient Empires IV: The Achaemenid Empire (Autumn) (Dr. Mehrnoush Soroush) This course introduces students to the Achaemenid Empire, also known as the First Persian Empire (ca. 550-330 BCE). We will be examining the political history and cultural accomplishments of the Achaemenids who, from their homeland in modern-day Iran, quickly rose to become one of the largest empires of the ancient world, ruling from North Africa to North India at their height. We will also be examining the history of Greek-Persian encounters and the image of the Achaemenids in Greek and Biblical literature. The students will visit the Oriental Institutes’ archive and object collection to learn more about the University of Chicago’s unique position in the exploration, excavation, and restoration of the Persian Empire’s royal architecture and administrative system through the Persian Expedition carried out in the 1930s.

Major and Minor

Students who pursue a Program of Study (Major or Minor) in NELC can choose to focus on the Persian language and culture, within the frame of the NELC Major and Minor requirements. Here is a summary of these requirements, alongside examples of how they can be adapted to the study of Persian specifically: 

NELC Major with a focus on Persian, Language and Culture Track Requirements:

Students are encouraged to track their progress through requirements by using our  Language and Culture Track Major Worksheet .  

- Civilization Sequence: Two or three quarters of a sequence listed below. If a NELC civ sequence is used to meet the College general education requirement, a second Near Eastern civilization sequence is required for the NELC major:  

- NEHC 20011-20012-20013-20014-20015-20016-20017. Ancient Empires I, II, III, IV, V, VI, VII  

- NEHC 20004-20005-20006. Ancient Near Eastern Thought and Literature I, II, III  

- NEHC 20201-20202-20203. Islamicate Civilization I-II-III (see note below)  

- NEHC 20601-20602-20603. Islamic Thought and Literature I, II, III  

- JWSC 12000-12001.Jewish Civilization I-II.  

- Languages: Six courses in Persian. With approval of DUS, students may combine courses in related languages. Credit for language courses may not be granted by examination or placement.  

- Electives: Three or four elective courses in the student’s area of specialization, in this case the languages, history, and culture of the Persian world. Students should discuss their planned coursework with the instructors in the Persian program and the DUS. NEHC 29995 Research Project may be counted towards the elective requirement.  

- The Research Colloquium (NEHC 29899) is required of all NELC majors. It is to be taken in the Autumn Quarter of the year in which the student expects to graduate. See the Research Project section for more detailed information.  

PLEASE NOTE: The course sequence on “Islamicate Civilization” does not fulfill the general education requirement in civilization studies. All of the other NELC civilization sequences do fulfill the general education requirement. 

NELC Minor with a focus on Persian, Language Track requirements:  

The Language Track includes at least three courses in Persian. If a NELC sequence is used for the general education requirement in civilization studies, a Language Track minor can also consist of six language courses in Persian or in Persian and another related language with DUS approval. Here are some examples of possible combinations — please consult with the Persian Language Coordinator and the DUS to evaluate your individual needs. 

Language Track in Persian Sample Minor  

Language Track in Persian Sample Minor (for students who take a NELC sequence to satisfy civilization studies requirement)  

*Consult the Director of Undergraduate Studies about the level of the language (introductory, intermediate, or advanced) required to meet the language track requirement. Credit may not be granted by examination to meet the language requirement forcthe minor program.  

Persian Placement Test

A placement test for incoming first-year undergraduates can be arranged through CLC.

For further questions contact:  Dr. Pouneh Shabani-Jadidi ([email protected]). Incoming graduate students uncertain about their level can also arrange to take a placement exam.

Persian Circles

Literature in persian language pedagogy webinar fall 2024.

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How to say phd in persian phd, would you like to know how to translate phd to persian this page provides all possible translations of the word phd in the persian language..

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Ph.D. Persian

Program Name Ph.D. Persian Program Short Name PhD-Persian Program School School of Languages Linguistic & Indology Program Department Department of Persian Program Duration Min:03 Years, Max:05 Years Program Intake 10 Program Mode of Admission Entrance Examination Program Order 1 Program Type Doctoral

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Academic literature on the topic 'PhD in Persian and Iranian Studies'

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Journal articles on the topic "PhD in Persian and Iranian Studies"

Moosavi, Marjan. "Desacralizing Whispers: Counter-Conduct in the Iranian War Theatre." New Theatre Quarterly 34, no. 3 (July 13, 2018): 235–48. http://dx.doi.org/10.1017/s0266464x18000222.

Yarahmadi, Saeed, Fatemeh Zarei, Afsaneh Sadooghiasl, and Sookyung Jeong. "The Prevalence of Internet Addiction and Its Associated Factors Among Iranian Adults." Iranian Rehabilitation Journal 18, no. 2 (June 1, 2020): 163–70. http://dx.doi.org/10.32598/irj.18.2.934.1.

Haji Zeinolabedini, Mohsen. "Comparison of Persian bibliographic records with FRBR." Electronic Library 35, no. 5 (October 2, 2017): 916–33. http://dx.doi.org/10.1108/el-07-2016-0148.

Hashemian Moghadam, Azam, Hamid Reza Agha Mohammadian Sharbaf, Mohammad Saeid AbdeKhodaei, and Hossein Kareshki. "Evaluation of Factor Structure of the Persian Scale of Coping With Carver Shortened Stress." Journal of Arak University of Medical Sciences 23, no. 4 (October 1, 2020): 472–87. http://dx.doi.org/10.32598/jams.23.4.4488.2.

Gholami, Reza, Arezoo Koohzad, Behzad Ghonsooly, and Zargham Ghapanchi. "Relationship between Students’ Gender and their Use of Politeness Strategies in the “Results and Discussions Section” of PhD Dissertations." Dinamika Ilmu 19, no. 1 (June 11, 2019): 75–95. http://dx.doi.org/10.21093/di.v19i1.1475.

Steward, Theresa Parvin. "Beyond a Politicization of Persian Cats." Middle East Journal of Culture and Communication 13, no. 1 (May 13, 2020): 7–27. http://dx.doi.org/10.1163/18739865-01301001.

Schwartz, Martin. "Iranian *L, and Some Persian and Zaza Etymologies." Iran and the Caucasus 12, no. 2 (2008): 281–87. http://dx.doi.org/10.1163/157338408x406056.

Sims-Williams, Nicholas. "Two Iranian loanwords in Syriac." Bulletin of the School of Oriental and African Studies 80, no. 3 (October 2017): 485–90. http://dx.doi.org/10.1017/s0041977x1700091x.

de Blois, François. "“Freemen” and “Nobles” in Iranian and Semitic Languages." Journal of the Royal Asiatic Society of Great Britain & Ireland 117, no. 1 (January 1985): 5–15. http://dx.doi.org/10.1017/s0035869x00154899.

Johnston, Sholeh. "Persian Rap: The Voice of Modern Iran's Youth." Journal of Persianate Studies 1, no. 1 (2008): 102–19. http://dx.doi.org/10.1163/187471608784772760.

Dissertations / Theses on the topic "PhD in Persian and Iranian Studies"

Senate, University of Arizona Faculty. "Faculty Senate Minutes November 7, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/621522.

Yaghoubi, Isra. "Traditional Iranian Music in Irangeles: An Ethnographic Study in Southern California." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/305864.

AHMAD, RAZI. "NATIONAL SELF AND NARRATIVE OF IDENTITY: CONSTRUCTION OF NATIONALISM IN MODERN PERSIAN LITERATURE AND FILM." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/201496.

McCoy, Eric. "Iranians in Bahrain and the United Arab Emirates: Migration, Minorities, and Identities in the Persian Gulf Arab States." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/193398.

Volkov, Denis Vladimirovich. "Oriental studies and foreign policy : Russian/Soviet 'Iranology' and Russo-Iranian relations in late Imperial Russia and the early USSR." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/oriental-studies-and-foreign-policy-russiansoviet-iranology-and-russoiranian-relations-in-late-imperial-russia-and-the-early-ussr(8e28977b-999b-419c-8721-b20f22e9b76a).html.

Sheffield, Daniel. "In the Path of the Prophet: Medieval and Early Modern Narratives of the Life of Zarathustra in Islamic Iran and Western India." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10409.

Soleymani, Majd Nina. "Lionnes et colombes : les personnages féminins dans le Cycle de Guillaume d’Orange, la Digénide, et le Châhnâmeh de Ferdowsi." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL024.

Kherad, Nastaran 1964. "Re-examining the works of Ahmad Mahmud : a fictional depiction of the Iranian nation in the second half of the 20th century." 2013. http://hdl.handle.net/2152/21577.

MILADI, NEDA. "Writing new identities: The portrayal of women by female authors of the Middle East." 2017. https://ul.qucosa.de/id/qucosa%3A21240.

Books on the topic "PhD in Persian and Iranian Studies"

Robinson, B. W. Studies in Persian art . London: Pindar Press, 1993.

O'Kane, Bernard. Studies in Persian art and architecture . Cairo, Egypt: American University in Cairo Press, 1995.

Skalmowski, Wojciech. Studies in Iranian linguistics and philology . Krakow: Wydawnictwo Uniwersytetu Jagiellonskiego, 2004.

Skalmowski, Wojciech. Studies in Iranian linguistics and philology . Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 2004.

Henning, W. B. Scholars and humanists: Iranian studies in Henning and Taqizadeh correspondence . Costa Mesa, CA: Mazda Publishers, 2009.

Nalini, Françoise Delvoye. Directory of scholars and institutions in the field of Indo-Persian studies in India . New Delhi: Manohar, 1994.

Mojab, Shahrzad. Two decades of Iranian women's studies in exile: A subject bibliography . [S.l.]: Iranian Women's Studies Foundation, 2000.

European Conference of Iranian Studies. Ancient and Middle Iranian studies: Proceedings of the 6th European Conference of Iranian Studies, held in Vienna, 18-22 September 2007 . Wiesbaden: Harrassowitz, 2010.

Sharma, Sunil, and Franklin Lewis. The necklace of the Pleiades: Studies in Persian literature presented to Heshmat Moayyad on his 80th birthday : 24 essays on Persian literature, culture and religion . Leiden: Leiden University Press, 2010.

Book chapters on the topic "PhD in Persian and Iranian Studies"

Perianes, Milena Bacalja, and Elizabeth Arveda Kissling. "Transnational Engagements: Women’s Experiences of Menopause." In The Palgrave Handbook of Critical Menstruation Studies , 1019–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_72.

Tahmasebi, Aban. "The Necessity of the Study of Humanities in Analysis of Intangible Architectural Heritage of Europe in the 1930s." In Advances in Religious and Cultural Studies , 212–41. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6936-7.ch010.

"Kurdish bažn, Persian bašn and Other Iranian Cognates." In Studies on Iran and The Caucasus , 325–50. BRILL, 2015. http://dx.doi.org/10.1163/9789004302068_023.

Muzio, Ciro Lo. "Persian ‘Snap’: Iranian Dancers in Gandhāra." In The Music Road , 71–86. British Academy, 2019. http://dx.doi.org/10.5871/bacad/9780197266564.003.0004.

"Allomorphic Variability in the Middle Persian Continuants of the Old Iranian Suffix -ka-." In Studies on Iran and The Caucasus , 291–308. BRILL, 2015. http://dx.doi.org/10.1163/9789004302068_020.

Blum, Stephen. "Meter and Rhythm in the Sung Poetry of Iranian Khorasan." In Thought and Play in Musical Rhythm , 75–99. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190841485.003.0004.

Paul, Ludwig. "David Neil MacKenzie, 1926–2001." In Proceedings of the British Academy, Volume 124. Biographical Memoirs of Fellows, III . British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263204.003.0012.

Llewellyn-Jones, Lloyd. "Trouble in the Tehran Multiplex: Xerxes, 300, and 300: Rise of an Empire in Iran." In Epic Heroes on Screen , 191–206. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474424516.003.0013.

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2023-24 edition, ancient iran and the premodern persianate world, graduate specialization.

Matthew P. Canepa, Director 2000 Humanities Gateway 949-824-3532 [email protected]

The graduate specialization in Ancient Iran and the Premodern Persianate World is University of California, Irvine’s interdisciplinary platform for graduate study in premodern Iranian studies. It is designed to provide Ph.D. students with the interdisciplinary training they need to conduct advanced research in the art, archaeology, architecture, history, literatures, and religions of Iran, as well as those peoples, regions, and empires whose destinies were intertwined with Iran, or impacted by its cultures (e.g. ancient Greece and Rome, Armenia, or Islamic Western or South Asia).

UCI boasts unparalleled faculty and programmatic resources for the study of ancient Iran and the wider premodern Persianate world, including the highest concentration of endowed chairs in ancient Iranian studies of any North American institution. With especial faculty strengths in ancient Iran, the specialization’s broader historical scope encompasses the Bronze Age cultures of the Iranian Plateau, Mesopotamia, and Central Asia up to the early modern empires of the Mughals, Safavids, and Ottomans (ca. 3500 BCE – ca. 1740 CE). The specialization’s broad conception of premodern Iranian Studies is paralleled in, and supported by, the extensive programming of UCI’s Samuel Jordan Center for Persian Studies and Culture , which provides the primary focus of the specialization’s graduate workshop.

IRAN 231A. History of Zoroastrianism. 4 Units.

Reviews major trends in the history of Zoroastrianism.

Restriction: Graduate students only.

Concurrent with HIST 131A .

IRAN 231B. Ancient Persia. 4 Units.

Survey of the history of Persia in antiquity.

Concurrent with HIST 131B .

IRAN 231C. Medieval Persia. 4 Units.

A survey of Persian history in the context of Late Antique and Medieval Islamic history.

Concurrent with HIST 131C .

IRAN 255A. Ancient India. 4 Units.

Examines the visual and religious history of the region defined as "India" today, but necessarily encompassing modern Bangladesh and Pakistan. Culminates with the supposed Golden Age of the Gupta empire and its far-reaching legacies.

Same as AHIS 255A .

Concurrent with AHIS 155A .

IRAN 255B. Medieval India. 4 Units.

Begins with the Gupta period's aesthetic legacies in South Asia's architecture, sculpture, and painting. Explores the dispersal of Islam throughout South Asia, including the Muslim communities of southern India.

Same as AHIS 255B .

Concurrent with AHIS 155B .

IRAN 280. Studies in Old Iranian. 4 Units.

Studies in grammars and texts of Old Persian and Avestan.

Repeatability: May be repeated for credit unlimited times.

IRAN 281. Studies in Middle Iranian. 4 Units.

Studies in grammars and texts of Middle Iranian languages (e.g., Middle Persian, Parthian, Sogdian, Bactrian).

IRAN 282. Studies in Classical Persian. 4 Units.

Studies in the premodern literatures and historical texts of medieval and early modern Persian.

IRAN 290. Special Topics in Premodern Iranian Studies. 4 Units.

Studies in selected areas of premodern Iranian Studies. Topics addressed vary each quarter.

Repeatability: Unlimited as topics vary.

IRAN 292. Seminar in Premodern Iranian Studies. 4 Units.

Seminar in selected areas of premodern Iranian Studies. Topics addressed vary each quarter.

IRAN 293. Directed Readings in Premodern Iranian Studies. 4 Units.

Directed reading on a specific topic agreed upon by student and instructor.

IRAN 294. Curatorial Methods. 4 Units.

Development of curatorial methodologies with an instructor in conjunction with curatorial internship or practicum.

IRAN 295. Special Methods. 4 Units.

Reading course focused on the development of particular research skills (e.g. archaeological field methods, numismatics, digital humanities) often in conjunction with a practicum.

IRAN 297. Directed Readings in Persian/Iranian Studies. 4 Units.

IRAN 298. Special Topics in Persian/Iranian Studies. 4 Units.

Studies in selected areas of Persian/Iranian Studies. Topics addressed vary each quarter.

Prospective students who wish to pursue Iranian Studies at UCI must first apply and be admitted to the doctoral program through which their potential advisor accepts students, for example, the Ph.D. program in History , or the Ph.D. program in Visual Studies . Students are encouraged to contact their potential advisors and the Director of the specialization before they apply. Once they have accepted UCI’s offer of admission and are enrolled, students join the interdisciplinary graduate specialization by submitting a summary of degrees earned and prior undergraduate and graduate coursework taken related to Iranian Studies, together with a brief statement of purpose that details their degree program, interest in the field, current or potential advisor, and potential dissertation research. This should be submitted via email to the Director of the specialization at the start of their first quarter at UCI.

In addition to Ph.D. students whose doctoral work focuses on premodern Iran, the specialization is open to any student currently enrolled in a Ph.D. or M.A. program at UCI whose career goals would benefit from a deeper historical perspective and whose program provides sufficient flexibility to fulfill the requirements of the specialization. Students should follow the same procedure detailed above. Lack of previous degrees or coursework does not preclude admission. Applications to the specialization are reviewed on a rolling basis, although students are encouraged to apply as soon as they decide they wish to pursue it. All students accepted into the specialization are eligible to be affiliates of the Samuel Jordan Center for Persian Studies and Culture.

The program structure of the specialization consists of four required components: coursework and workshop; languages and specialized training; examinations; and the dissertation or thesis.

Coursework and Workshop

Students must take four courses (seminar, lecture, or independent study) that deal with the art and archaeology, history, or religions of ancient Iran and the premodern Persianate world, its legacy, or methodological or theoretical issues related to its study (e.g. field methods, historical linguistics, critical theory, art law, ethics, museology). These can also include language courses that provide the training necessary to conduct advanced research in the study of premodern Iran (e.g. Avestan, Old Persian, Bactrian, Pahlavi, Aramaic, ancient Greek, Arabic, New Persian, etc.). Topics vary courses are provided through their normal departmental designators and are approved by the program director. A selection of courses for the specialization is listed below. All approved courses are listed on the program’s webpage .

When a student counts a theoretically focused seminar toward the specialization, the topic of the seminar paper is expected to involve some aspect of the premodern Iranian or Persianate world. In order to encourage interdisciplinarity, students are expected to take at least one course from a program other than their own offered under or cross-listed with the specialization’s course designator. In addition, students are expected to participate in the Premodern Iranian Studies workshop, conference, and speaker series. This is a collaborative faculty-student initiative whose content and discussions are focused, in part, on the lectures, conferences, and symposia organized by the Jordan Center that year. Faculty and students may also present papers or works in progress. All graduate students in the specialization are expected to participate when in residency.

Languages and Specialized Training

In addition to the modern languages required by students’ home program, all students must prove competence in at least one premodern language relevant for conducting research in the Iranian world. Doctoral students will be expected to gain competency in at least two premodern research languages. This can take the form of a reading exam administered by the Director of the specialization or the completion of coursework at UCI or another institution equivalent to that needed to gain intermediate competency, including summer intensives. Depending on a student’s objectives and needs, languages may include any Old or Middle Iranian language (e.g. Avestan, Old Persian, Middle Persian, Bactrian, Sogdian, etc.), relevant Mesopotamian, Mediterranean or Caucasian languages (e.g. Akkadian, Aramaic, Syriac, Old Armenian, ancient Greek and Latin, etc.), and any language with a substantial corpus of texts relevant to the study of the medieval or early modern Persianate world (e.g. Classical New Persian, Arabic, Urdu, Ottoman Turkish, etc.). According to their focus, students may be advised to pursue a course or practicum in numismatics, curatorial studies, archaeological fieldwork, or related digital methods in lieu of or in addition to language study.

Examinations

For doctoral students, the director must approve that at least one area of the qualifying examination incorporates premodern Iran or the Persianate world as a central concern. One member of the candidate’s qualifying examination committee is normally core or affiliated faculty of the specialization.

Plan II M.A. students must have significant premodern Iranian Studies content in their examination. There are no requirements concerning qualifying examinations for Plan I M.A. students.

Dissertation or Thesis

Doctoral students must complete a dissertation that engages the study of the premodern Iranian world as part of their broader project. This can either be the sole focus of the project, the most common scenario, or an important subcomponent informing earlier, later, or coeval developments (e.g. a study of ancient or medieval Iranian art and architecture informing the study of modern or contemporary visual arts or literature).

After advising and before advancement to candidacy, the program director will confirm their approval of the proposed topic through email. Ph.D. students writing an in-process M.A. thesis en route to the Ph.D. and Plan I M.A. students will similarly gain approval of their M.A. thesis topic. Alternatively, a research or seminar paper written under the guidance of one or more of the specialization faculty will be submitted to the director. There are no requirements concerning theses for Plan II M.A. students (see examinations).

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English Word Griffith University researchers believe cellular door dysfunction is the cause of long-misunderstood Gulf War Illness Up to a third of veterans who served in the Gulf War are estimated to suffer from the illness, which has never been specifically recognised in Australia. Researchers at Griffith University say dysfunctional "cell doors" could be the cause. What's next? The researchers say the findings may open up the possibility of treatments, similar to the trial of drugs to treat long COVID-19. In a world first, Australian researchers have identified a significant defect in the cells of Gulf War participants they believe explains an array of mystery health issues that have plagued many of the veterans for decades. The discovery, by Griffith University scientists, has given hope to the veterans that their often-debilitating symptoms will finally be recognised as Gulf War Illness by the medical profession and the Australian government. It may also have international ramifications, with almost a million people serving in the US-led coalition of countries against Iraq in 1990-91, including more than 1,800 Australians.  Up to a third are estimated to suffer Gulf War Illness. Australian Gulf War Veterans' Association president Ian Allwood, a NSW police sergeant, says the research has opened up the possibility of a treatment, more than three decades after the Persian Gulf battle. Mr Allwood, who is Newcastle-based, was only 19 when he served in the Gulf War on HMAS Darwin as an upper deck lookout, manning 50-calibre machine guns. "I remember during the smoke oil and dust fires, at 10 o'clock in the morning, as being in absolute darkness," he recalled. "My eyes were watering. For years, I coughed up a mucous that tasted like smoke, oil, and dust. "The yucky burning oil taste still comes out of my lungs if I get a knock in the chest. It's still there." Mr Allwood, who took part in the Gulf War Illness study, said he gets goosebumps when he thinks about how it may help improve veterans' lives after years of their symptoms being doubted by doctors. "There's nothing worse than going to a doctor and you have a symptom, or multi-symptoms, and they don't know what's wrong with you. "Ultimately, it comes back to 'well, perhaps you're imagining those symptoms'. From a veteran's point of view, the effect of having someone say to you that they don't believe you, is very detrimental. "To be believed, means the world." Dysfunction in 'cell doors' In a laboratory on the Gold Coast, the Griffith University study's lead researcher Sonya Marshall-Gradisnik and her team have identified faulty cell function in veterans which she suspects is caused by their exposure to hazardous biological and chemical agents during their Gulf War service. They compared the natural killer cells, a type of immune cell, in six Gulf War veterans with six healthy participants of similar age and gender in a pilot study recently published in the scientific journal, PLOS ONE.  The team has since replicated their findings in another 10 veterans. Professor Marshall-Gradisnik, director of Griffith University's National Centre for Neuroimmunology and Emerging Diseases (NCNED), said they found crucial dysfunction in specific ion channels on the veterans' cells — or cellular doors that in healthy people, allow calcium to enter. The immunologist said the doors are faulty in veterans, meaning calcium is unable to get into their cells at normal levels — explaining key symptoms of Gulf War Illness, such as fatigue, headaches, rashes, memory problems, joint and muscle pain, poor sleep, respiratory and gut issues. "If we take, for example, brain function, where these doors are located are in specific areas of the brain that control cognition, memory, sleep, wake cycle," Professor Marshall-Gradisnik said. "We find in Gulf War Illness veterans they have cognitive disturbances, cognitive difficulties, as well as other difficulties in the gastrointestinal tract and cardiovascular system where these faulty doors may be located on those cells as well." Professor Marshall-Gradisnik said the Australian scientists are the first to identify ion channel impairment as a potential explanation for Gulf War Illness. She said the scientists have found the same "faulty doors" in patients with long COVID and myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS). The specific ion channels, or faulty doors, are also known as threat receptors. Exposure to 'threats' can add up In the case of Gulf War veterans, the Griffith University scientists believe they have become overwhelmed, and damaged, by being exposed to so many threats during their Persian Gulf service, including insecticides, depleted uranium, and smoke from hundreds of oil-well fires. Mr Allwood said the veterans were also given mandatory medicines to protect against feared nerve gas attacks and deadly diseases, such as anthrax and the black plague. "I do remember being quite unwell," he said. Professor Marshall-Gradisnik suspected an individual's genetic makeup, plus environmental exposures have combined to trigger Gulf War Illness. "If you think of it like a seesaw, you can load up a seesaw on one end a lot and in the end, it can flip and be out of balance," she said. "It's the load and the exposure of all of these threats and how they all come to converge on that individual that may then be the turning point. "There's potentially a real algorithm, if I can use that, to how people may have developed it versus those that did not develop it." Hopes study will lead to greater recognition Australia's Gulf War veteran community hopes the research will trigger recognition of Gulf War Illness here, including within the Repatriation Medical Authority (RMA), an independent statutory body made up of a panel of medical and scientific experts. The RMA, which is responsible to the Minister for Veterans' Affairs, fails to recognise the illness, saying there is insufficient evidence to designate a disease specific to the Gulf War. Instead, the authority has accepted there is a "grouping of medically unexplained symptoms experienced by veterans of various deployments, as well as people in various civilian settings, and that these symptoms may cause significant distress and disability". To establish a causal link between a medical condition and military service, the Department of Veterans' Affairs (DVA) is required to refer to determinations made by the RMA. "Veterans and their representative organisations are entitled to request that the RMA review new evidence," the department states. "We encourage them to bring any new evidence to the RMA's attention." The RMA's expert members will evaluate the Griffith study at its next meeting in August.  Calls for results to be replicated UK-based psychiatrist Professor Simon Wessely, who was not involved in the Griffith University research, said the existence of a Gulf War "health effect" in a "substantial minority" of the veterans is not in dispute. "We showed 25 years ago that by looking at those thousands of people that served in the Gulf, comparing them to those who'd served in other UK conflicts, or who have been in the military and not deployed, that something was different about the Gulf and it affected health." But he said a cause has been elusive. While welcoming the Griffith University discovery, Professor Wessely, Regius chair of psychiatry at King's College London, has called for much more research to replicate the findings in many more veterans with Gulf War Illness. He said that should include a comparison with people who served in the conflict who remain well. "I don't think there will be that light bulb moment when suddenly all is revealed," Professor Wessely said. "In the meantime, we just have to help the veterans as best we can." University of California, San Diego professor of medicine Beatrice Golomb, who researches Gulf War Illness, said the Griffith University study is a useful addition to the literature surrounding the condition. She said the Australian research adds to the "massive number of studies" that support environmental exposures as being tied to Gulf War Illness. "This is a real problem, and these veterans are suffering," she said.  "They frankly deserve acknowledgement and recognition." Rashes, broken sleep Like Mr Allwood, Troy O'Keefe was still a teenager when he was deployed to the Gulf as a sailor in 1990 on HMAS Brisbane. He spent 27 years with the Australian Defence Forces before being medically discharged, diagnosed with post-traumatic stress disorder, major depression, and anxiety. The 51-year-old said other symptoms, such as a big, raised rash, have never been acknowledged by doctors as Gulf War Illness, but he's convinced that is what he has. "I can't sleep. I can't sleep for any longer than four hours a night. And it's never full sleep. It's always broken sleep," Mr O'Keefe said. "I get bad headaches at times, just pounding headaches. I get sick easily. If there's a virus going around, I cop it very easily. "But no, I have not had it recognised as Gulf War Illness because the Australian government has not recognised it as Gulf War Illness.  "It makes me feel angry, very angry. If the United States have recognised it, shouldn't we be listening to them?" The former sailor went to the Gulf as a quartermaster gunner and spent a lot of his waking hours at the front of the ship with a pair of binoculars, scouring the sea for mines. "The threat was definitely there, it was never too far from the back of your mind that something could happen.  "You may hit a mine, you may get a missile from Iraq, or even from Iran, get past the other ships that were in the area." Treatment possible PhD student Etianne Martini Sasso, co-lead on the Griffith University study, said the researchers are already studying potential treatments for Gulf War Illness. "Now that we know this molecular pathway is faulty in people suffering with Gulf War Illness, we can investigate how to restore this," she said. "It's opened the option of different treatments. I believe it's a new start not just for treatment but help with ease of diagnosis." Clinical trials of low dose naltrexone on patients with ME/CFS and long COVID are planned after "rigorous" experiments in Queensland showed the drug can repair the "faulty doors" of their cells in the test tube. In new laboratory experiments, the Griffith University scientists are also testing whether naltrexone, a medication used to decrease cravings in people who are alcohol dependent, and other drugs, can restore calcium ion channel function in the damaged cells of veterans with Gulf War Illness. Queensland's first standing sailor statute has been erected at Brisbane's South Bank to honour the contribution of Navy personnel, such as Ian Allwood and Troy O'Keefe. The statue features a young sailor, complete with a sea bag and bell-bottoms. Mr O'Keefe, one of an estimated 1,600 Australian Gulf War veterans still alive, stands before the stature, an old sailor whose life has been forever changed by his service. A group of Australian scientists may finally have explained why. X (formerly Twitter) Related Stories Breaking the stigma so returned soldiers can ask for help. Diseases and Disorders Medical Research 419 COMMENTS Ph.D. Program in Persian & Iranian Studies In addition, fourth-year proficiency in Persian is required, and reading knowledge of French, German, or another relevant language is required. See all degree requirements. Student Outcomes. After completing a Ph.D. in Persian and Iranian Studies student will be able to: Speak, read, and write with superior proficiency in the Persian language. Persian and Iranian Studies Program The Persian and Iranian Studies Program at the University of Washington is dedicated to promoting teaching, scholarship, and thoughtful public discourse about all aspects of the history and culture of Iran and the Persian-speaking world. Directed by Aria Fani, assistant professor in the Department of Middle Eastern Languages and Cultures (MELC), the program's scope includes the diverse ... Ph.D. Program Requirements The Persian and Iranian Studies degree will focus specifically on either modern or classical Persian literature and culture, or Iranian (or other Persian speaking societies') history, religion, social organization, and politics. For either, superior language competency in Persian is expected. The PhD in Persian and Iranian Studies consists of: Persian Studies You will study Persian as part of a Middle Eastern Studies degree, studying the language in the context of the culture and history of the broader region. Persian must be combined with another Middle Eastern or European language in Years 1 and 2. More information about the course. You can see some more details on the course and the individual ... Persian Studies Graduate Program Persian Flagship Program. From its inception, Roshan Institute for Persian Studies has supported graduate education, especially at the PhD level, at UMD through partnership with various departments and collaboration with the Graduate School. Applicants are selected by individual admission committees in the discipline to which they have applied ... PRIRSPHD Program Program Description. The PhD program in Persian and Iranian Studies at the University of Arizona offers a rigorous interdisciplinary curriculum. PhD students can focus on a) modern or classical Persian literature and culture or b) Iranian (or other Persian speaking societies') history, religion, social organization, and politics. Program of Iranian Studies Program of Iranian Studies. The UCLA Program of Iranian Studies - one of the oldest in the field - is home to several endowed chairs and endowments, and attracts a thousand students to its courses each year. It has the largest and most comprehensive doctoral program of its kind in the Americas, and is the only one to cover the entire spectrum of Iranian Studies across disciplines ... PhD in Persian Translation of "PhD" into Persian (فقط در کشورهای انگلیسی زبان) درجه ی دکتری, دکترا (معمولا پس از اسم می آید: .Nasser Dastranj, Ph.D) are the top translations of "PhD" into Persian. Sample translated sentence: I used to think I have to accomplish all these things -- have to be a great entrepreneur, or get a PhD to teach -- but no, I just ... Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies Each year, the Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies admits and supports a select number of highly motivated and inquisitive students to its M.A. & Ph.D. programs focusing on modern or classical Persian literature, Iranian (or other Persian speaking societies') culture, history, religion, social organization, and politics. Research -based PhD Programs at the University of Tehran Kish To be admitted to a research-based PhD program, all applicants are requested to provide: An M.A or M.Sc. degree from an accredited institution (at the time of registration). ... To meet the language requirement, please provide a scanned copy of an English Language Certificate or a Persian Language Certificate, or a letter of verification from ... Graduate program admissions Admissions. Prospective students who wish to pursue a Ph.D. in Iranian Studies at UCI must first apply and be admitted to the doctoral program through which their potential advisor accepts students, for example, the Ph.D. Program in History or the Ph.D. Program in Visual Studies. Students are encouraged to contact their potential advisors and ... Program in Iranian Studies The Program in Iranian Studies at the MacMillan Center promotes study of Iran, Afghanistan and the Persianate cultural sphere, with emphasis on regional and international affairs, domestic political developments as well as society, history, religion, art, art history, culture, law, medicine and public health, economy, and environment.The Program in Iranian Studies strives to reflect diverse ... Persian Aria Fani and Schwartz, KL. Persianate Pasts; National Presents: Persian Literary and Cultural Production in the Twentieth Century (Special issue), Iranian Studies 55.3 (2022): 603-790. Kasper, G., & Monfaredi, E. (2021). Storytelling as instructional practice in Persian language classrooms. UCI establishes Ph.D. specialization in Persian/Iranian studies August 18, 2022. The UCI School of the Humanities has established a new interdisciplinary graduate Specialization in Persian/Iranian Studies, the first of its kind in the UC system. Graduate students can now earn a Ph.D. in the humanities program of their choice, while simultaneously gaining training in Persian/Iranian studies through the ... Persian/Iranian Studies, Graduate Specialization < University of Students pursuing the specialization must complete at least four graduate courses on a Persian/Iranian topic. Courses are understood to fulfill this Persian/Iranian studies content requirement if they are offered under or cross-listed with UCI's IRAN course designation, taught by Persian/Iranian studies faculty, or in the case of writing practicums or seminars, meet course requirements with ... Persian Studies Major Persian Studies Major. The 45 credit major in Persian Studies (12 courses, excluding prerequisites, and 3 supporting courses that can be fulfilled by a double major or minor) will provide students with a solid background in linguistic, literary, and cultural aspects of the study of Persian. This study will be inclusive of the cultures of Iran ... Persian Language Program Persian is an Indo-European language, and therefore structurally related to English, with which it shares many cognate words (barâdar = brother, mâdar - mother, dokhtar = daughter, ast = is, am = am, etc.). In fact, Persian was one of the languages that led scholars like Sir William Jones to deduce the existence of a family relationship between English, German, Latin, Greek, Sanskrit and ... How to say PHD in Persian? This page provides all possible translations of the word PHD in the Persian language. دکترا Persian Discuss this PHD English translation with the community: Persian Language and Literature Current Research. Persian Language and Culture, Classical and Modern Persian Literature, Persian Linguistics, General Linguistics, Multimedia and Interactive Online Teaching, Iranian Studies. Semitic philological and linguistic studies, particularly of Biblical Hebrew, Aramaic and Arabic. Also endangered dialects of Neo-Aramaic and the history ... Ph.D. Persian Maulana Azad National Urdu University Gachibowli, Hyderabad - 500 032 Phone : 91-040-23006612 - 15 Directorate of Distance Education: (EPABX: 23008402 , 03, 04) Toll Free No : 1800 425 2958 Bibliographies: 'PhD in Persian and Iranian Studies' Marjan Moosavi is an Iranian-Canadian PhD candidate and instructor at the University of Toronto's Centre for Drama, Theatre, and Performance Studies. She has published articles on Iranian dramaturgy and diasporic theatre in The Routledge Companion to Dramaturgy, TDR, and Critical Stages. 2. Ancient Iran and the Premodern Persianate World, Graduate Prospective students who wish to pursue Iranian Studies at UCI must first apply and be admitted to the doctoral program through which their potential advisor accepts students, for example, the Ph.D. program in History, or the Ph.D. program in Visual Studies.Students are encouraged to contact their potential advisors and the Director of the specialization before they apply. English to Farsi The first and most popular free online Farsi(Persian)/English Dictionary with easy to use Farsi keyboard, two-way word lookup, multi-language smart translator, English lessons, educational games, and more with mobile and smartphone support. What we know about the shooter behind Trump assassination attempt They are affordable, lightweight and semi-automatic, meaning they can fire multiple rounds quickly. Mr Trump was discussing border crossing numbers when the shots, at least five, were fired. Griffith University researchers believe cellular door dysfunction is PhD student Etianne Martini Sasso, co-lead on the Griffith University study, said the researchers are already studying potential treatments for Gulf War Illness. assignment essay homework paper phd report resume review speech thesis