French

The goal of this course is to confront the French and English journalistic traditions. It looks at the history of the press, from the first newspapers to the digital era. From the time of the “Glorious Revolution” of 1688, the English press has been characterized by its liberty in how it treats political power. To the contrary, the French press has built itself around a centralized system, closely controlled by the State, which has endured since the end of the Old Regime and even, in a certain sense, until the 1881 Law Of the Press. Of course globalization has eroded some of the differences between the two journalistic models. However, the course examines the enduring deep disparities, by looking at examples taken from recent history, such as the Sofitel affair in New York and the News of the World scandal.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.

This course presents a study of various methods and materials through research and intensive analysis of different forms of art. It includes experimentation with colors, perspectives, and compositions through personal expression. Students experiment with light and shadows.

This course is a tutorial for FR 107 C. This course focuses of the evolution of French literature from the nineteenth to twenty-first century. Literary themes pertinent to each time period are explored, as well as the cultural and societal role literary norms played. Texts from popular authors such as Victor Hugo are touched upon as well.

This modern art and architecture course is a continuation of the fall semester course. The focus is on Renaissance art between Italy, France, and Flanders, and the distinctive differences between the three styles of Renaissance painting, as well as the cultural exchange. Important artists include da Vinci, Raphael, and Van Eyck.

This course is a tutorial for LING 102. This course provides an in-depth analysis of the origins of modern French, with an emphasis on the evolution of phonetics. It focuses on the major contributors to modern French including the Germanic languages, Latin, Langue d'Oil, Langue d'Oc, and their gradual assimilation and evolution into today's standard French.

The main goal of this course is to provide students with a conceptual analysis of terrorism. The work is mainly based on philosophy but also other disciplines. The reflections on terrorism and the fight against terrorism call upon constitutional law and penal law. Given the semiotic nature of terrorism (an act of terrorism is often an act of propaganda and a message), the debate requires the analysis of literary and cinematographic representations. It is also absolutely necessary to look back at the history of terrorism. Thus, the course gives students the necessary tools to develop their own analysis on 1) the nature and the manifestations of terrorism, 2) the goals and the obstacles in the fight against terrorism, and 3) the role of terror in politics.

This course studies Greek tragedy, through two versions of the play MÉDÉE, both by Euripide and by Corneille. Studying these plays and watching snippets of the filmed versions, students compare the two through analyses of the differences between the authors' styles and cultures. The course also unravels the definition of tragedy by piecing together the symbiotic relationship between screen and audience. Additionally, by studying the translation of Euripide's work, students question the accuracy of translation, or the misunderstandings that alter the play itself. Ultimately, in understanding the tragedies and their components, students attempt to arrive at a deeper understanding of theatre, and furthermore of humanity itself.

This course analyzes how war and international relations has evolved in the face of new technologies in the twenty-first century, through the study of several over-arching themes in action in a series of case studies. Classic geopolitical power, the FIRC (Foreign Imposed Regime Changes) operations are less and less efficient to create political spaces. The course discusses the following: the failure of the military intervention in Afghanistan, the failure of the neo-conservative project of modernization by the powers in Iraq and the Middle East, tensions surrounding the military control of Tibet by China, failure of military control of the routes of global trade due to maritime pirates. These failures during the 2001-2011 decade explain the blockages in Syria (since 2011) and Ukraine (in 2014). In 2009 in Iran, then in 2011, the revolutions in the Middle East and the Arab Spring created the possibility of unblocking the geopolitics situations blocked since the 1980s. But after five years, the results of the revolutions in the Middle East have been disappointing, ambiguous, or led to a civil war. Only Tunisia has been able to put into place a new democratic space. The multiplication of players creates a new world space that is radically different. These players are not only the new BRICS states, but the entirety of new economic, political and social players: NGO, FTN, institutions, organizations, individuals. The world is becoming equally multipolar and multi-centric. The new world spaces are now everywhere: from the South China Seas to the forests of Brazil, as well as the continental plates of the Arctic. This course questions how we think about the new geopolitical conditions of war and peace in the global village in this new world situation.