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This dissertation investigates (direct) object clitics and object omission in the acquisition of French as a first language. It reports on two original empirical studies which were designed to address aspects of object omission in child French that have remained unexplored in previous research. Study 1 investigates the incidence of object omission in the spontaneous speech of French-speaking children aged three and above, an age group for which no analysis, and only little data, have been available so far. Findings show that object omission continues to occur at non-negligible rates in this group. A comparison with age- and language-matched groups of English- and Chinese-speaking children (from Wang, Lillo-Martin; Best & Levitt 1992) suggests that French-speaking children omit objects at higher rates than their English-speaking peers, yet at lower rates than children acquiring a true null object language, such as Chinese. Study 2 was designed to investigate whether French-speaking children would accept null objects on a receptive task, an issue that has not been previously investigated. A series of truth value judgment experiments is developed, adapting an experimental paradigm that has not been used previously in the context of null objects. Results from English- and French-speaking children show that both groups consistently reject null objects on these tasks, a finding that constitutes counterevidence to proposals which attribute object omission in production to a genuine null object representation sanctioned by the child grammar. Overall, the pattern of results turns out not to be consistent with any developmental proposals made in the literature, suggesting that a novel approach is required. Proposing a minimalist adaptation of Sportiche's (1996) analysis of clitic constructions, and taking into consideration the recent emphasis on 'interface' requirements imposed by language-external systems, I put forward a hypothesis for future research, the Decayed Features Hypothesis (DFH), which locates the source of object (clitic) omission in child French in a specific language-external domain, namely the capacity of working memory.

The purpose of this creative project is to provide a manual for French teachers who wish to incorporate a cultural element with emphasis on religion into their course. In preparing these materials, the author has had the Christian school especially in mind.The Christian school movement is developing rapidly in the United States today. These schools along with Catholic parochial schools train a significant segment of our society. Because such schools are Christocentric in philosophy, they require supplementary materials not provided by secular publishers.This Creative Project contains a teacher's manual which is divided into three sections. Each of these sections is developed around the theme of a religious holiday. Teachers aids include prayer forms in French, pertinent Scripture passages, and songs to accompany the theme. The instructor will also find grammar explanations, vocabulary helps, and comments on French customs.There are worksheets and illustrations that can be duplicated and used in the classroom as learning aids. The teacher may also profit from program ideas and other activities designed to stimulate students in the language learning process.This project is aimed at preparing materials that will appeal to young teens and will also be practical for a busy instructor.

There is no abstract available for this thesis.

The treatment of Internet jurisdiction ordinarily looks to how the laws of a local jurisdiction apply to the Internet. Less examined is the underlying jurisprudence that may create the basis for legitimate Internet jurisdiction in light of the ambiguity that the Internet creates for establishing sovereignty. This thesis thus takes recent decisions of the Quebec courts that apply the province's Charter of the French Language to the Internet as a point of departure for an in-depth analysis of the nature of sovereignty as an increasingly indeterminate principle of law in the emerging discipline known as Internet Law. Ultimately, the chaos that the Internet initially provoked may be resolved by the return to ethical principles based on the theoretical approach of legal pluralism and the philosophical treatment of ethical responsibility as proposed by Emmanuel Levinas' "humanism of the other".

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Doctoral)--Universidad Autónoma de Madrid, Facultad de Fiolosofía y Letras, Departamento de Filología Francesa, 2008. / Title from first line of text. Includes bibliographical references (leaves 362-396).

Thesis (Ph. D.)--Columbia University, 1932. / Vita. Published also without thesis note. The word "eight" in title changed in manuscript to "eighth." Bibliography: p. [xiii]-xx. Also issued in print.

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2786.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 22-240).