Abstract This paper tries to understand the phenomena why so many Americans have such animosity to the French. It looks at the common history that the two nations share, the similarities and also their differences and asks where the root of this animosity started.
From the paper:
"France is a member of the European community and French is spoken all over the world, from Europe to North America to Africa. Yet why are there so many jokes about, and so much animosity towards the French? Some of the problems Americans have with the French perhaps stem from the fact that the French seem fairly similar to us on the surface in appearance and prosperity, yet act so differently. For instance, many English words have French roots due to the Norman invasion of our parent country of England in 1066. (Let's Go 59) Yet the French, even in contrast to other European countries, have always gone ?their own way,? perhaps most famously Charles DeGaulle's bowing out of NATO during the formation of that organization after World War II."
Abstract This paper takes a look at the history and evolution of language. The paper discusses the various factors that influenced the changes in our language. According to the paper, one of the biggest influences on our modern language, was the development of the computer and related technologies. The paper further discusses how words are adopted from other languages to become an accepted part of another tongue.
From the Paper "The next huge change in language was also due to technological change, but instead of printed books, it was a great change in our environment. Technological development was accelerated by the development of the personal computer. All this "new stuff" had to have names. Sometimes, a new name might simply be a new meaning for an old word. One such example is the word "bug". In the 1940s the only computers in use were huge machines: Eniac, Univac etc. These machines were made using vacuum tubes, some of which burned out every time the computer was used. People on roller skates would replace the burned out tubes after every use. One day, the machine stopped working, and no burned vacuum tubes could be found. A concerted search of the entire machine turned up a large moth fried on the wires behind one circuit panel. That is how the word "bug" became a problem in computer functioning, both mechanical and digital. (AskOxford.com 2006)"
Abstract The time before the French Revolution was called the Old Regime. Under the Old Regime France was a nation with a large population, a powerful army and a glamorous court system. Paris, the capital, was the center of culture. Educated people in all of Europe spoke French, read French literature and copied French customs. France seemed to be the leading nation in a glorious age. Nevertheless, according to this paper, the French Revolution actually had roots deep in 18th century French society. More specifically, the paper explains that, in spite of the political, economic, and military power France held under the Old Regime, the stability of the Old Regime was already at risk because of serious troubles brewing beneath the surface that had been ignored for too long.
Abstract The paper looks at the modern as well as older interpretations of the French Revolution to determine to the extent of the impact that the Revolution had on the French Nation. The paper determines the newer perspectives position that the Revolution had less to do with the lasting French identity, and that the political aspects of the Revolution are central to the French Nation.
From the Paper "The French Revolution lasted from 1789 through 1799, and was sparked by the varying views regarding reform as held by the French people. The French Revolution left certain lasting effects upon the French Nation, such as elements of the written constitution, the Code Napoleon and a sense of loyalty to their land. Thus, the claim that the French Revolution constructed the French Nation could in part be shown as true as it certainly altered the mentality of the French people. However, although for many years a stable interpretation had been achieved pertain to the Revolution; these have been lately abandoned in an attempt to view this event from new social, intellectual, cultural and political dimensions."
Abstract This essay examines the role of the farming peasantry of France in pushing forward the French Revolution. What grievances and suffering had the peasants endured that led to open revolt in 1789, and what revolutionary responses did they take? While not representative of the political or intellectual strength that provoked the French Revolution, the peasant's role in toppling the old regime cannot be ignored. This essay describes and evaluates that role.
From the Paper "It should be said before beginning that during the initial struggle between the status quo and the other classes (aristocracy, bourgeoisie, workers), the peasants had played little or no role. In fact, they had literally no part in "provoking" the first responses and revolts, and before July, 14, 1789 there was scarcely any question of the peasants. Their grievances and complaints were of little interest to the National Assembly, in which they had no members (Lefebvre 131). Yet, if one examines the story of the French peasantry and evidence provided by Georges Lefebvre, it can be argued that they had had been suffering longer and had more to complain about than any of the other classes of French society and that their actions in July and August, 1789 were utterly crucial ones. In the end, it was the mass peasant uprising of 1789 that pushed forward the revolution, destroying the remnants of the manorial and feudal system, and finally bringing all the non-aristocratic social classes in France fully together in their efforts to topple the status quo."
Abstract The paper argues that a fundamental shift to a more i just society, with a beauracratic and rational culture, and a country with less oppression and more individual freedom and opportunity is what evolved out of the work of the first French revolutionaries, such asNapoleon Bonaparte. Napoleon did much to promote and advance the wide-ranging social, economic, and cultural changes that arose from the French Revolution, and it is this legacy and its completion by Bonaparte that this essay focuses on. The principles are divided into several areas: religious, legal, educational, and economic, as well as comments on the institution of the military.
From the Paper "In addition, the seizure and sale of church lands was finally declared irrevocable and purchases of biens nationaux were guaranteed to the new property owners. The Church would never regain its unearned wealth and economic power. To put it simply, under the Concordat the Catholic Church was no longer an independent corporation within the state, but a body of salaried state servants dependent on the government."
Abstract This junior level paper is on "How did the American Revolution contribute to the outbreak of the French revolution?" It includes that what independent factors propelled the French to the revolution? Sources.
Tags: AMERICAN STUDIES AND HISTORY / AMERICAN REVOLUTION, american french revolution
Abstract A discussion of how the French Revolution is depicted in a selection of representations. It examines how the differences can be explained and and looks at the reason for their publication.
From the Paper "The excerpt from the writing of Victor Hugo presents the revolution in perhaps the most positive light possible. He celebrates the revolution as the bringer of "Justice...Tolerance...Goodness... Right... Truth...Love." He claims that the revolution permanently changed the lives of all citizens of the good. Although he may have valid points about many of the outcomes of the revolution, the major weakness of his writing is the absence of any acknowledgement of the costs and defeats of the revolution. This weakness is one of the strengths of the second pro-revolution source, The Triumph of Liberty. This painting by Jacques Reattu admits the costs that must come with such significant change, war. The figure of war that accompanies lady liberty in the painting suggests that Reattu is aware of the violence that typically attends revolution. The artist attempts to justify the violence by reminding his audience of the true aims of the revolution, the pursuit of liberty, the removal of the current corrupt system. Although the authors' methods differ slightly, the intention is the same."
Abstract This essay describes and analyzes the social forces: economic, politcal, and ideological, that caused the French Revolution. The paper emphasizes the inevitability of radical change in 1789.
From the Paper "It is clear that the ancient regime of late 18th century France was ripe for radical change, and I believe the conditions present in French society in 1789 did necessarily point toward a revolutionary solution. Although Owen Connelly points out that contemporaries judged the Revolution a great surprise, I believe that if they had understood the nature and variety of social forces "in play" during that particular period they would have recognized the approach of revolution. This essay will examine social forces: economic, political, and ideological, and evaluate how they combined to create the necessity of revolution in France in 1789."
This essay explains and analyzes the events that led the Catholic Church from being a privileged and influential class under the monarchy to playing a relatively minor role in the life of the French nation only a decade later.
1,190 words (approx. 4.8 pages), 2 sources, 2001, $ 40.95
Abstract This essay examines the sequence of events that led the Catholic Church and its clergy from being a privileged and influential class prior to the French Revolution to playing a relatively minor role in the life of the nation after the Revolution.
From the Paper "The most audacious and bold attacks on the Church, however, came in the formation of two new religions during this period. In late 1793, in Paris and other large cities, a new religion was founded. The worship of "gods given by nature" and requiring no priests was proclaimed."
Abstract This paper delves into the causes of the collapse of the third French Republic which faced the threat of war against Nazi Germany. The occupation raises questions as to the causes of the collapse which date back to the 19th century.
From the Paper "The third republic was the longest lasting regime to have ruled France since 1789. It was a mixture of chaos and stability. Governments changed every eight months, but no other regime including today's fifth republic, has lasted even half as long. Between 1870, when it was born, and 1940, when it collapsed, the third French republic changed its government with rapidity unequalled in any other major European state. Yet at the same time the pattern of French society remained more stable than in any other European state. This paradox holds the key to understanding the causes of the third French republic's collapse in 1940."
Tags:french, hitler, society, war, nazis, germany, republic, ww1, ww2
Abstract This paper argues that there were multiple factors which caused the French Revolution. It examines the political and royal rule at the time as well as the terrible state of the economy. It also shows the desperate state the people were in and how many of them had nothing more to lose.
From the Paper "The French Revolution did not stem from one single cause. It stemmed from a combination of factors that had been building for quite some time. The country was ready for change and on July 14, 1789, tensions exploded into what later became known as Bastille Day. This began a series of changes which eventually led to the downfall of the French Ruling Class as it was previously known."
Tags: rule, french, revolution, bastille, louis, marie, antoinette, france
Abstract This paper discusses French trade with the Middle East, focusing primarily upon an examination of past and current weapons trade with the Arab states of the region. Persian Gulf states such as the United Arab Emirates and Qatar are singled out for special attention.
Abstract This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative language teaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. The paper stresses that communicative language teaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.
Table of Contents
Communicative Competence
Communicative Language Teaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative Language Teaching
Implementation of CLT in ESL and EFL Countries
From the Paper "Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
Abstract The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages Interference as a factor in language learning.
From the Paper "Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the "Flemish" where the French-speaking Belgians are called "Walloons". Dutch spoken by Belgians is also referred to as "Flemish", which is not a literary form of the language, but a spoken "dialect". They are different varieties of the same language."
