Journal articles: 'French Academy'

1

QUÉRÉ, Yves. "French Academy of Sciences." TRENDS IN THE SCIENCES 6, no. 3 (2001): 34–36. http://dx.doi.org/10.5363/tits.6.3_34.

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Petrey, S. "French in the American Academy." Forum for Modern Language Studies 37, no. 4 (October 1, 2001): 416–28. http://dx.doi.org/10.1093/fmls/37.4.416.

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Walgate, Robert. "French science: New role for academy?" Nature 319, no. 6052 (January 1986): 351. http://dx.doi.org/10.1038/319351a0.

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Butler, Declan. "French academy baffled by language rule." Nature 369, no. 6476 (May 1994): 90. http://dx.doi.org/10.1038/369090c0.

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Henretta, James A. "The Triumph of the Academy: French Style." Journal of American History 82, no. 2 (September 1995): 641. http://dx.doi.org/10.2307/2082194.

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Dumé, Belle. "French academy cries out over swingeing cuts." Physics World 27, no. 02 (February 2014): 9. http://dx.doi.org/10.1088/2058-7058/27/02/15.

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Guichon, P. A. M. "French Academy of Sciences Audits Nuclear Physics." Nuclear Physics News 1, no. 1 (January 1990): 29–30. http://dx.doi.org/10.1080/10619127.1990.10391835.

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Butler, Declan. "French academy backs the use of English." Nature 367, no. 6461 (January 1994): 304. http://dx.doi.org/10.1038/367304c0.

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Kareva, Natalia V., and Miliausha G. Sharikhina. "Academic Translator Vasily Teplov." Slovene 4, no. 2 (2015): 92–105. http://dx.doi.org/10.31168/2305-6754.2015.4.2.4.

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The aim of this paper is to outline the career of Vasily Teplov during his time at the St. Petersburg Academy of Sciences, with a special focus on his approach to translation. The first attempts at translating foreign books at the Russian Academy of Sciences were undertaken shortly after its foundation, and the number of translated books increased significantly in a short period of time. Because there were so few translators at the Academy, issues relating to the environment in which their training was carried out deserve special attention. Our focus on Teplov is motivated by the fact that he prepared a translation of the New French Grammar, the first Russian printed grammar manual of the French language; his translation was published in 1752. The conditions and circumstances in which the New French Grammar was prepared are important in establishing translation activities at the Academy in the middle of the 18th century. Our study is based on published and unpublished materials stored in the collections of the St. Petersburg branch of the Archive of the Russian Academy of Sciences. As we do not encounter any references to Teplov in documents from the Academy before the early 1760s, our study of Teplov’s life and activity does not purport to be complete—indeed, it proposes further research in this field. We also provide some pieces of information regarding the life and customs of academic society in the middle of the 18th century.

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Lenoble-Pinson, Michèle. "The "Dictionary of the French Academy" digitized, open and free." XLinguae 14, no. 4 (October 2021): 3–14. http://dx.doi.org/10.18355/xl.2021.14.04.01.

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Few people are familiar with the Dictionary of the French Academy. However, it provides the official French spelling. Each edition introduces words and graphic modifications. Since 2020, a digital portal provides access to 9 editions, to the conjugation tables of 6,200 verbs and to 900 "Dire, ne pas dire" notices from the French Academy. The rectified forms in 1990 were incorporated at various stages. Hypertext links lead to external resources such as the France Terme database, which offers officially recommended scientific and technical terms, and the Base de données lexicographiques panfrancophone (B.D.L.P.), which brings together lexical varieties from twenty Francophone countries. The Dictionary of the Academy and its supplements, with direct and free access, can be consulted on any digital medium (tablet, mobile phone, computer). www.dictionnaire-academie.fr

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Kolobkova, Anastasia A. "The educational books on the French language in Russia in the XVIII century." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 5, 2020 (2020): 163–71. http://dx.doi.org/10.31862/2218-8711-2020-5-163-171.

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The article considers the features of the genesis and development of the first textbooks on the French language in the XVIII century in Russia. The most popular and well-known author’s textbooks are analyzed: V. E. Teplov’s translation work “New French grammar...”, based on the German compilation of the French grammar by P. Resto; A. de Lavy’s “the French ABC book”, which combines the norms and rules of a foreign language and the norms of Christian morality; Ya. Sigezbek’s “Instructing what it is in French for...”, which later became the first Soviet textbook of French; the Academy of Sciences’ “French ABC book”, which combined elements of de Lavy’s academic ABC book and secularizing pragmatism of Sigezbek’s “Instructions...”; “New French dictionary” by P. Bogdanovich for self-taught students, “the Leader” by F. Karzhavin, which became an academic manual for mature linguodidactics. The main trends in the development of the first educational books on the French language in the period under study are summarized; their main problem points and advantages are identified.

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Lenoble-Pinson, Michele. "French Academy of Sciences and the new orthography." XLinguae 12, no. 1XL (January 2019): 3–12. http://dx.doi.org/10.18355/xl.2019.12.01xl.01.

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Balter, M. "SCIENTIFIC SOCIETIES:Blowing the Dust Off the French Academy." Science 284, no. 5414 (April 23, 1999): 580–81. http://dx.doi.org/10.1126/science.284.5414.580.

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Sanchez, Clément, and Jean-Pierre Vairon. "Back to France to Celebrate the Century-Old IUPAC: The 47th IUPAC World Chemistry Congress & 50th General Assembly." Chemistry International 41, no. 2 (April 1, 2019): 2–3. http://dx.doi.org/10.1515/ci-2019-0201.

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Abstract On behalf of the French Academy of Sciences and of its National Committee for Chemistry, the French National Adhering Organization to IUPAC, gathering the main academic and research institutions, learned societies, and industrial organizations relevant to Chemistry, we are very pleased and honoured to invite you to participate and contribute to the IUPAC 47th World Chemistry Congress to be held at the Palais des Congrès, Paris, France, 7-12 July 2019.

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Pia Donato, Maria. "Science on the Fringe of the Empire: The Academy of the Linceans in the Early Nineteenth Century." Nuncius 27, no. 1 (2012): 110–40. http://dx.doi.org/10.1163/182539112x637183.

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The article treats the Academy of the Linceans in the early nineteenth century, and more particularly during the Napoleonic domination of Rome in 1809-14. For the French regime, the Academy was instrumental to turning intellectuals into notables; pursuing the advancement of knowledge; stimulating industry; fostering secularization and orientating public opinion. But these goals did not always harmonize one with the other. Moreover, the local agenda was subordinated to strategic and ideological considerations pertaining to the organization of the Empire, relations with the Papacy, and internal politics. Hence, support to the Academy was subject to changes and contradictions. Within the Empire, the small local scientific elite found a place within international networks of science. Men of science increased their visibility and social standing, and greater symbolic and material resources were granted to the practice of science. The Academy, however, was left in the unclear status of a semi-public establishment, and it eventually imploded after the Restoration. The article analyses the Academy’s scientific activity and its role in public life, focusing on material history as a key element to understand the ambiguous nature of Roman scientific institutions both under the papal government and the French regime.

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Vikulova, L. G., O. I. Korolenko, and Yu G. Tkachenko. "Genre of Discours de réception: Marguerite Yourcenar’s Speech upon her Election to French Academy and Gender Turn." Nauchnyi dialog 13, no. 1 (January 30, 2024): 9–25. http://dx.doi.org/10.24224/2227-1295-2024-13-1-9-25.

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This article analyzes the inaugural speech (discours de réception) delivered in 1981 by Marguerite Yourcenar, the first female writer elected as a member of the French Academy. Since the 17th century, such speeches have been mandatory for newly elected academicians, serving as a communicative product of academic speech practice. The study notes that commemorative speeches in honor of deceased members of the academy typically involve the use of praise as an evaluative strategy. Following the genre’s requirements, Marguerite Yourcenar addresses the conceptual space of “the value of literary heritage” of Roger Caillois, whose “academic chair” she was about to occupy as a new academician. In his work, she identifies authorial conceptual metaphors (such as “life is a game”: vie — jeu) that align with her own value system, confirming this alignment with examples from her own books or life experience. The article highlights authorial conceptual oppositions, including men — women (homes / femmes), friendship — hatred (amitié / haine), and life — death (vie / mort). As a newly elected academician, Marguerite Yourcenar perceives the French Academy as a scientific institution with both merits (Académie — science, littérature, connaissance) and shortcomings (Académie — préjugés, archaїsme), reflecting her personal position as well as her gender and social identity.

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Piezunka, Henning, Wonjae Lee, Richard Haynes, and Matthew S. Bothner. "The Matthew Effect as an Unjust Competitive Advantage: Implications for Competition Near Status Boundaries." Journal of Management Inquiry 27, no. 4 (November 29, 2017): 378–81. http://dx.doi.org/10.1177/1056492617737712.

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Merton often envisioned status growth as a process of stepping across a boundary between one status grade and another more elite status grade. Such boundaries include the border between graduate school and a top academic department that young researchers try to traverse, or the frontier between scientists outside the French Academy and scientists inside the French Academy. As it is now common to measure status continuously using network data, the behavioral ramifications of status boundaries have been understudied in recent research. In this essay, we focus on competitive behaviors that emerge near a status boundary because of the desirability—as well as the “double injustice”—of the Matthew Effect. Offering insights for future research, we discuss how these competitive behaviors are likely to delay, or even derail, status growth for those who are near a status boundary.

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Nefodov, O. O., and L. A. Kim. "LEARNING FRENCH BY TEACHERS OF THE DNIPROPETROVSK MEDICAL ACADEMY: A CHALLENGE AND PROSPECTS." Медична освіта, no. 3 (October 16, 2020): 131–36. http://dx.doi.org/10.11603/me.2414-5998.2020.3.11170.

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In the framework of this article, we focus on the features of teaching/learning of French language for special purposes by teachers of the Dnipropetrovsk Medical Academy: the diversity of the public (age, previous experience of learning foreign languages, specialization), specific need, etc. Then, we will focus on the difficulties that the teacher and students encounter while learning French for special purposes, on ways and methods to overcome the obstacles that impede the achievement of the objectives. French for special purposes has certain features that all teachers must know to make this type of courses successful. Specific needs are one of the main characteristics of the FOS audience. The audience mentioned above does not want to learn French, but French for professional activities. For example, teachers of the Dnipropetrovsk Medical Academy aim to teach their subjects in French to French-speaking foreign students so that the learning process is as clear to them as possible, and so that the latter have the opportunity to master professional terminology in their native language. . Any FOS program developer must take into account the difficulties faced by a specialized audience (limited time, classes after work, the need to move to the place of training, etc.). Awareness of these obstacles helps to find solutions to overcome the above problems. Our research aims to offer solutions to overcome difficulties of all kinds, providing the possibility of distance learning. From our experience in this field, it seems to us quite possible, even effective, to offer it remotely, provided we take a common approach.

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Vikulova, L. G., and O. I. Korolenko. "LADY WITH A SWORD IN THE FRENCH ACADEMY: LANGUAGE COMPETENCE AND COMMUNICATIVE LEADERSHIP." Humanities And Social Studies In The Far East 17, no. 1 (2020): 159–64. http://dx.doi.org/10.31079/1992-2868-2020-17-1-159-164.

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The article considers the linguistic identity of Hélène Carrère d`Encausse, an academician and the permanent French Academy Secretary. Modern patterns of academic speech are regarded as exemplified by speeches made during high-profile social status events of a certain status. The findings reveal such genres of academic verbal practices as the introductory solemn speech, acknowledgments, the commemorative solemn speech.

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Villain, Jacques. "Foreword: Prizes of the French Academy of Sciences 2020." Comptes Rendus. Physique 22, S5 (May 11, 2022): 1–5. http://dx.doi.org/10.5802/crphys.107.

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Crawford, Elisabeth. "Science under control: The French Academy Sciences, 1795–1914." Studies in History and Philosophy of Science Part A 24, no. 2 (June 1993): 305–12. http://dx.doi.org/10.1016/0039-3681(93)90050-t.

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Walter and Shelagh M. Eltis. "The Abbé de Condillac's Critique of French Dirigism." Journal of the History of Economic Thought 21, no. 3 (September 1999): 237–56. http://dx.doi.org/10.1017/s1053837200004247.

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In March 1776 when Etienne Bonnot, abbe de Condillac, publishedCommerce and Government, he was sixty-one years old, the same age as Francois Quesnay when he first published on economics. According to Jacqueline Hecht he had been a habitué of Quesnay's entresol (1958, p. 252), and Nicholas Baudeau has referred to Condillac's close friendship with Quesnay (1776/1903, p. 443). A book aimed to present a complete account of political economy from one of France's most distinguished philosophers, a member of the Academie franchise (“the immortals”) and the Royal Academy of Berlin, was bound to arouse great interest.

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Harrington, Christine B., and John Brigham. "Coming Home." Law & Social Inquiry 19, no. 03 (1994): 599–603. http://dx.doi.org/10.1111/j.1747-4469.1994.tb00772.x.

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Ever since the formation of an academic bar, one which left the “practical world” of apprentices and clerkships barely 100 years ago, the architects of law's intellectual life have looked outside the canons of lawyers' law to academic life and its deep thinkers for stimulation. From the German social scientists of Pound's time to Foucault in our own, the erotica of the legal academy have often been drawn from French and German philosophers and social theorists. There may be, in fact, a pattern to this inclination in America to draw insights from the “wild passion” of the French or the “dark terror” of the Germans. There is certainly an ongoing effort to avoid England in both its commonness and its construction of the “savage” or the ethnographically primitive “other” on which English law based its authority for so long. American sociolegal intellectuals, as part of the legal academy, crave a hit of the “other” on the continent of Europe, having denuded the American forests of its native occupants.

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Shalimov, Sergei. "Formation of Soviet-French Scientific Cooperation in the Field of Molecular Biology and Biochemistry in the 1960s (Based on the Materials of the V. A. Engelhardt Institute of Molecular Biology of the Russian Academy of Sciences)." Voprosy istorii estestvoznaniia i tekhniki 44, no. 4 (2023): 663. http://dx.doi.org/10.31857/s020596060028725-9.

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The article analyzes the development of scientific links between the Soviet and French molecular biologists and biochemists in the 1960s. The author explores the Soviet-French cooperation in the context of the international political situation and overall state of the Academy of Sciences’ international communications in this period. The article cites a large volume of sources that are introduced for scientific use for the first time. Drawing on the example of the Institute of Radiation and Physicochemical Biology – Institute of Molecular Biology of the USSR Academy of Sciences, the forms of the Soviet researchers’ interactions with their French colleagues are looked into. The plans for cooperation, the results of joint work, and the shortfalls that hindered the international links are analyzed. It is concluded that the difficulties in the development of Soviet-French cooperation were common for both the Soviet science in general and its international communications.

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Dworzecki, Jacek, and Dominik Hryszkiewicz. "The National Police Academy as a leading component of the police education system in France." Studia nad Autorytaryzmem i Totalitaryzmem 39, no. 4 (May 25, 2018): 27–43. http://dx.doi.org/10.19195/2300-7249.39.4.3.

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THE NATIONAL POLICE ACADEMY AS A LEADING COMPONENT OF THE POLICE EDUCATION SYSTEM IN FRANCEThe purpose of the study is to present the functioning of the police education system in France by the example of the organization of the National Police Academy. The authors of the material discuss the management of this institution, which is the central component of the French police education system. The reader will also be presented with a selection procedure for the National Police and the forms of education and professional training offered by French police academies and training centres. The introduction to the main part of the study describes the central organizational unit of the French Police, i.e., the General Directorate of the National Police, with its headquarters in Paris.

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Niewzorowa, Swietłana. "The Semantic and Syntactic Evolution of Conjunctions in French: The Case of ains." Taikomoji kalbotyra 15 (June 4, 2021): 1–8. http://dx.doi.org/10.15388/taikalbot.2021.15.1.

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The present study is part of the current of diachronic research on conjunctions. All linguists confirm that in Old French two opposing conjunctions were used: ains / mais. However, in modern French, only one contrast conjunction provides an opposing connection, namely mais. The reasons for the rapid decline of the ains conjunction are not clear, and the time of its disappearance is not precise. In this article, the author focuses on the semantic analysis of ains from Old French until the 17th century, i.e. until the time where this conjunction passed into archaism and when the Academy declared: “it is old” (Dictionary of the French Academy 1694). The study deals with the specific syntactic uses of the conjunction in question in various literary texts. By referring to descriptive, semantic and functional analyses, it is possible to identify specific features of the ains conjunction, as well as to reveal the conditions under which its disappearance took place. The study is also trying to answer the question why this Old French conjunction, very common in the past, disappeared.

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Parodi, André Laurent. "French National Academy of Medicine welcomes in Paris the first Mexican-French Forum in Health." Cirugía y Cirujanos (English Edition) 83, no. 6 (November 2015): 457–58. http://dx.doi.org/10.1016/j.circen.2015.11.017.

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Castillon, Pierre. "The Founding of the National Academy of Technologies of France." European Review 25, no. 2 (April 21, 2017): 175–83. http://dx.doi.org/10.1017/s1062798716000533.

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This text was written for the symposium honouring Erol Gelenbe and to deliver a message from the French academy of engineering, NATF, the National Academy of Technologies of France, in the presence of six of our Fellows, including Erol as an active member. I will explain what our goals were when we created our engineering academy 15 years ago, and how our concept was and still is very different from that of an academy of sciences.

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Agratina, Elena Evgen'evna. "On the relationship between the artist and the Royal Academy of Painting and Sculpture in France of the XVIII century. Jean-Honore Fragonard (1732-1806)." Человек и культура, no. 4 (April 2022): 78–93. http://dx.doi.org/10.25136/2409-8744.2022.4.36863.

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The subject of the study is the issue of interaction between the artist – J.O. Fragonard - and an influential official institution, such as the Paris Academy of Painting and Sculpture in the XVIII century. From the standpoint of historical sociology and psychology, the author discusses why, having achieved significant success, won the Rome Prize and received the title of appointed, the artist preferred to move away from the Academy and deliberately refused to build an academic career. Analyzing the reasons for such a decision, the author draws on historical sources that allow to obtain data on the private life of the master, his relations with teachers, academic authorities, customers of various categories. Reconstructing the artistic environment of Paris of the period under consideration, the author places his hero in a broad cultural context, without which it is impossible to understand Fragonard's place among his predecessors and contemporaries. Of course, the author constantly checks with scientific works, where the problems of interest to him are touched upon. For the first time in Russian historiography, the author examines in detail the main facts of the biography of J.O. Fragonard in the context of his relations with the Royal Academy of Painting and Sculpture. However, the principal novelty of the study lies in the attention to how a new type of personality is formed in the French artistic environment of the middle of the XVIII century, unlike the type prevailing at the end of the previous century. Artists from the time of the foundation of the Royal Academy sought first of all to separate themselves from the craft environment, to prove their belonging to the creative elite and their equality with the advanced Italian masters. Now, the defense of creative freedom, including from the Royal Academy, comes to the fore, the search for one's own path, which is not always compatible with an academic career. According to the author, the experience of creative freedom gained by such Rococo masters as J.-O. Fragonard turned out to be especially important for the further development of French art.

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Wesseling, H. L. "Gabriel Hanotaux: A Historian in Politics." Itinerario 25, no. 1 (March 2001): 65–84. http://dx.doi.org/10.1017/s016511530000557x.

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The 1944–1945 Yearbook of the Royal Netherlands Academy of Arts and Sciences in Amsterdam includes a commemorative article written byjohan Huizinga in honour of the French historian Gabriel Hanotaux, who was a foreign member of the Academy from 1913 to 1944. Hanotaux was born on November 19, 1853, and died on April 11, 1944, a few months after his ninetieth birthday. In his commemoration of Hanotaux, Huizinga briefly sketched the life, work and achievements of Hanotaux who was, at that time, a wellknown French historian and politician. Huizinga was very impressed, as becomes apparent from his words: ‘Truly, it is almost unbelievable what this representative of all that is noble and pure in the French has created.’ He concluded his commemoration with a brief consideration of what he called his ‘temporary personal relationship with Hanotaux’.

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Barlow, Jill. "London, Royal Academy of Music: Philippe Hersant." Tempo 58, no. 228 (April 2004): 76. http://dx.doi.org/10.1017/s0040298204350151.

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Philippe Hersant (b. 1948 in Rome, graduated Paris Conservatoire, studied with André Jolivet), has been working with the French national radio station France-Musique since 1973 and has received many honours as composer in France. In February 2004 Radio France presented a ‘retrospective’ of his prolific output as well as the première of his Violin Concerto, a Radio France commission. His new opera, Le Maine Noir, based on Anton Chekov's story, will be premièred in May 2005.

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Ringer, Fritz, and Maurice Crosland. "Science under Control: The French Academy of Sciences, 1795-1914." American Historical Review 99, no. 2 (April 1994): 580. http://dx.doi.org/10.2307/2167376.

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Tapiero, Haim. "The 2004 French Medical Academy Award to Professor Georges Mathé." Biomedicine & Pharmacotherapy 59, no. 3 (April 2005): 63. http://dx.doi.org/10.1016/j.biopha.2005.02.001.

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Bukharin, M. D. "Frantz Grenet - Full Member of the French Academy of Inscriptions and Belles-Lettres." Orientalistica 5, no. 2 (June 29, 2022): 216–22. http://dx.doi.org/10.31696/2618-7043-2022-5-2-216-222.

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Prominent French orientalist, professor of College de France Frantz Grenet made an exceptional contribution to the study of the ancient and medieval history of Central Asia. Professor F. Grenet has been promoting international scientific cooperation for a long time, including cooperation between France and Russia. The election of Professor F. Grenet as a full member of the French Academy of Inscriptions and Belles-Lettres is highly significant event for the world oriental studies.

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Vivier, Nadine, Jean-Louis Bernard, and Jean-Paul Charvet. "Texte de conférence: Thomas Jefferson et Pierre Samuel Dupont de Nemours /Proceedings: Thomas Jeffersand and Pierre Samuel Dupont de Nemours." Notes Académiques de l'Académie d'agriculture de France / Academic Notes of the French Academy of Agriculture 6 (2018): 1–2. http://dx.doi.org/10.58630/pubac.not.a642331.

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MCNUTT, JENNIFER POWELL, and RICHARD WHATMORE. "THE ATTEMPTS TO TRANSFER THE GENEVAN ACADEMY TO IRELAND AND TO AMERICA, 1782–1795." Historical Journal 56, no. 2 (May 3, 2013): 345–68. http://dx.doi.org/10.1017/s0018246x12000660.

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ABSTRACTEarly in 1782, republican rebels in Geneva removed the city's magistrates and instituted a popular government, portraying themselves as defenders of liberty and Calvinism against the French threats of Catholicism and luxury. But on 1 July 1782, the republicans fled because of the arrival at the city gates of invading troops led by France. The failure of the Genevan revolution indicated that while new republics could be established beyond Europe, republics within Europe, and more especially Protestant republics in proximity to larger Catholic monarchies, were no longer independent states. Many Genevans sought asylum across Europe and in North America in consequence. Some of them looked to Britain and Ireland, attempting to move the industrious part of Geneva to Waterford. During the French Revolution, they sought to establish a republican community in the United States. In each case, a major goal was to transfer the Genevan Academy established in the aftermath of Calvin's Reformation. The anti-religious nature of the French Revolution made the attempt to move the Academy to North America distinctive. By contrast with the Irish case, where religious elements were played down, moving the Academy to North America was supported by religious rhetoric coupled with justifications of republican liberty.

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Klekot, Nina. "Eficacia de la política reguladora en el ámbito de la ortografía." Lublin Studies in Modern Languages and Literature 43, no. 4 (December 30, 2019): 15. http://dx.doi.org/10.17951/lsmll.2019.43.4.15-29.

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<p>The given study explores the subject of the effectiveness of the regulatory policy in the field of orthography introduced in recent years by the Royal Spanish Academy, the Polish Language Council and the French Academy. The main purpose of the work is to present the differences between the behaviour of the users of the three languages: Spanish, French and Polish against some normative provisions in the field of orthography and to suggest answers to a few key questions: Who shows the most favourable attitude towards the norms established by the linguistic institutions of their country? In what situations do speakers reject or accept new spelling forms?</p><div> </div>

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Taylor, Paul. "Thinking Allowed in the Academy." University of Queensland Law Journal 39, no. 1 (March 28, 2020): 117–46. http://dx.doi.org/10.38127/uqlj.v39i1.3893.

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The recent Review of Freedom of Speech in Australian Higher Education Providers (‘the Review’), overseen by the Hon Robert French AC, identified areas for improving freedom of speech and academic freedom, and to that end proposed the adoption of umbrella principles embedded in a Model Code. The Review’s engagement with international human rights law standards was confined, even though many are binding on Australia. As universities consider implementing the Review’s recommendations, this article reflects on the Model Code in the light particularly of the standards established by the International Covenant on Civil and Political Rights (‘ICCPR’). If the drafters of the Model Code had paid closer regard to the ICCPR and other international standards, the result may have been a scheme that more clearly and predictably distinguishes permissible from impermissible restriction on free speech and academic freedom, and gives greater priority to promoting the human rights of those in the academic community than to the institutional power to limit them.

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Dumont, Lucile. "Literary theorists in and beyond French academic space (1960–1970s)." Sociological Review 68, no. 5 (April 21, 2020): 1108–23. http://dx.doi.org/10.1177/0038026120916119.

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This article demonstrates how social strategies deployed at the margins of French academic space to legitimize theoretical approaches to literary texts (semiology, semantics, structural analysis of narratives) in the 1960s and 1970s strongly relied on the interventions of their promoters beyond the academy. It specifically examines two strategies privileged by promoters of literary theory which allowed some of them to bypass several requirements for academic careers in taking advantage of the transformations of higher education, of the absence of stable and strong disciplinary frames, and of their own integration into the intellectual and literary fields. First, either through the alliance with literary avant-gardes or by the temporary constitution as one, the collective strategy of the literary avant-garde became a way to engage both politically and aesthetically. Second, the investment of transnational networks and internationalization allowed the critics and theorists to get around the national path to symbolic and academic consecration, and to reframe the modalities of their public engagement. Ultimately, this article offers an understanding of how, for aspirant or marginalized academics, interventions beyond the perimeter of the academic space have, at a certain point in French history, helped their acquisition of academic legitimacy.

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AWAI, KAZUO. "Before Introducing a French Academy Report(Report from the Scientific Section)." Japanese Journal of Radiological Technology 58, no. 9 (2002): 1213. http://dx.doi.org/10.6009/jjrt.kj00001364798.

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BAYLEY, P. "Review. Letter to the French Academy. Trans. by Barbara Warnick. Fenelon." French Studies 41, no. 4 (October 1, 1987): 454–55. http://dx.doi.org/10.1093/fs/41.4.454-a.

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Germain, Paul. "AN ACADEMY OF SCIENCES IN THE YEAR 2000: A FRENCH CONCEPTION." Higher Education in Europe 20, no. 4 (January 1995): 35–38. http://dx.doi.org/10.1080/0379772950200408.

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Motyka, Matthew. "The Naturalization of Torquato Tasso’s Narrative Theory by the French Academy." International Journal of the Humanities: Annual Review 18, no. 1 (2020): 1–13. http://dx.doi.org/10.18848/1447-9508/cgp/v18i01/1-13.

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Vikulova, Larisa Georgievna, Olga Igorevna Korolenko, and Irina Vladimirovna Makarova. "DIGITAL REPUTATION OF THE SCIENTIFIC COMMUNITY: WEBSITE OF THE FRENCH ACADEMY." Crede Experto: Transport, Society, Education, Language, no. 1 (2023): 234–50. http://dx.doi.org/10.51955/2312-1327_2023_1_234.

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ROSS, NIGEL J. "Academies and attitudes." English Today 20, no. 3 (July 2004): 23–28. http://dx.doi.org/10.1017/s0266078404003049.

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The lack of an official (British or American) language academy is regularly compared to the situation in France with its time-honoured Académie Française. All too often, however, a passing imprecise reference is made to the French Academy; all too often it is lumped together with other academies; and all too often the true nature of the work of such academies is ignored. This paper takes a closer look at some of the foreign academies, considers why there is no academy in Britain or America, discusses the only existing official academy of English (based in South Africa), and considers foreign academies' attitudes to English.

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Fraser, Lorinda Christine. "The Barbizon School (1830-1870): Expanding the Landscape of the Modern Art Market." Arbutus Review 8, no. 1 (October 30, 2017): 4–14. http://dx.doi.org/10.18357/tar81201716809.

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During the 1830s to the 1870s, a cohort of French artists developed new approaches to landscape painting and became known collectively as the Barbizon School. This informal group of artists were proponents of an innovative way of painting in which nature was the central subject of their artworks. Moreover, nature was depicted without the classical idealization or polished refinement required by the French Academy at the time. Barbizon artists were also the catalysts for changes in how art was sold during the 19th century, paving the way for an open art market system that spread across the globe and continues unchanged to this day. Using Jean-Baptiste-Camille Corot (1796-1875) as a case study, I establish the ways in which the Barbizon School forged new stylistic and economic possibilities for later modern art movements, most prominently Impressionism, outside the purview of the French Academy. I also highlight the ways in which the Barbizon artists and their supporters contributed to the formation of a new art market founded upon an interconnected network of producers, consumers, and distributors.

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Kisteneva, O. A., and V. V. Kistenev. "Jean-Alfred Fournier - the founder of the European venereology and dermatology (on the one hundredth death anniversary)." Vestnik dermatologii i venerologii 90, no. 6 (December 24, 2014): 177–81. http://dx.doi.org/10.25208/0042-4609-2014-90-6-177-181.

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The article presents a life story of a great French dermatologist and venereologist, one of the founders of the theory of syphilis Jean-Alfred Fournier (1832-1914). It provides data on the published works by Jean-Alfred Fournier, some of which earned him a doctoral degree. It also provides data on Fournier’s election as a member of the French Academy of Medicine in 1879 as well as on the founding of the French Society of Dermatology and Syphiligraphy by Fournier and other French dermatologists in 1889. The article defines the contribution made by Fournier to the development of venereology and practical medicine in the second half of the 19th century and early 20th century.

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Mattera, Francisco J. "Academia Argentina de Cirugía Presidential Address." Revista Argentina de Cirugía 115, no. 3 (September 1, 2023): 292–95. http://dx.doi.org/10.25132/raac.v115.n3.dispresacad2023.fjm.

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It is a great honor and an enormous responsibility to have been elected president of such a prestigious institution as the Academia Argentina de Cirugía by my peers, and I am deeply grateful for this nomination. This academy was created almost 112 years ago at a very particular historical moment in our country (a rich and migrant-receiving country). Buenos Aires was a thriving, cosmopolitan city with important medical advances. It was in this context that a group of surgeons, led by Dr. Daniel Cranwell, gathered at his home to found the Sociedad de Cirugía de Buenos Aires, the first association of surgeons in Argentina. Later, in 1939, it became Academia Argentina de Cirugía, following the guidelines of the French Academy of Surgery. However, for political reasons, it was forced to return to its original name in 1954, and it was not until 1969 that it took on its current name.

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Agratina, Elena E. "The School of Selected Students in the System of French Academic Art Education of the 18th Century." Observatory of Culture 19, no. 1 (March 3, 2022): 66–76. http://dx.doi.org/10.25281/2072-3156-2022-19-1-66-76.

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For the first time in Russian historiography, the article reconstructs the history of the School of Selected Students, established in 1747 as an additional link of academic art education. The article uses cultural-historical and socio-psychological approaches. The author refers to the numerous sources of the 18th—19th centuries stored in the National Library of France (Paris): treatises devoted to upbringing and art education in France in the 18th century, protocols of the Royal Academy of Painting and Sculpture, correspondence of the directors of the French Academy in Rome with the directors of royal buildings. Currently, the National Library of France is actively working on digitizing these and other materials, making them available to researchers around the world. Despite the fact that these sources are generally well known to the world scientific community, they have been extremely rarely referred by Russian researchers, and never in the context considered by the author.The School existed for only 28 years and was a unique pedagogical experiment aimed at preparing the most talented (selected) young artists (laureates of the Prix de Rome) to enter the French Academy in Rome and, in the long term, at forming the elite of the art world.In order to review the School of Selected Students in the system of French academic art education, the author solves the following research tasks: consistently reconstructs all the circumstances of the School’s foundation and organization, reveals its creators’ intentions, and also explains the position of its opponents, who, with their constant attacks, created a tense discussion field around the existence of this educational institution. In addition, the article identifies the names of major artists who left the School of Selected Students; examines its internal structure, charter, features of the educational process; defines the circle of people who were engaged in teaching; establishes which books were available to students. The author pays attention to the School’s everyday life: the relationship between students and mentors, discipline, daily routine, financial difficulties. The results obtained allow us to conclude that this experiment was successful, and explain why the School of Selected Students was closed without having existed for 30 years, despite the obvious successes of its graduates.

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Trujillo-González, Verónica C. "Le discours préfaciel au XVIIIe siècle à travers le Dictionnaire de l’Académie (1718) et le Dictionnaire de Trévoux (1721). Essai de classification." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 55, no. 2 (June 25, 2019): 311–31. http://dx.doi.org/10.1075/rro.17014.tru.

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Abstract The 18th century was a very productive period from a lexicographic point of view. In that century, the French Academy published four new editions of their dictionary, being the second edition (1718) the one that included major revisions (1718). The Dictionnaire de Trévoux (1721) is also considered to be one of the pillars of 18th century lexicography in France, with eight published editions. The comparison of the prefaces of these two major pieces of French lexicography, in spite of their different conceptions, will allow us to establish the big strategical lines that have marked French Lexicography during the first part of the 18th century, as well as presenting how two of the most important dictionaries of the French 18th century are organized.

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Journal articles on the topic 'French Academy'

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