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Wartime music provides clear testimonial to the importance of melody and text in times of conflict. In the case of the Great War, which introduced the world to weapons of nightmarish capability, carefree popular ballads often stood shoulder to shoulder with sombre lyrics that called attention to the tragedy unfolding in the trenches. The first part of this article surveys the themes of French songs of the WWI era itself, such as 'Ah! C'est la guerre', 'La Madelon' and 'La Chanson de Craonne'. The second concentrates on 'La Madelon', which underwent numerous transformations in response to events during the interwar years and World War II. The final section explores why the Great War took hold as a focus of French popular music in the late 1950s and continues to assert its presence to this day. A surprising number of contemporary artists have recorded World War I-themed songs, such as 'La Guerre de 14-18', 'Jaurès', 'Verdun', 'Le No Man's Land', 'Tranchée 1914' and 'La Chanson de Craonne'. What cultural phenomena might account for this in addition to the urge to memorialise? Examination of the internal and external forces that continue to fuel the 'Grand débat sur l'identité nationale' makes clear why songs of the Great War appeal to a citizenry determined to preserve the values of 'Frenchness' in the face of evolving demographics and increasing 'Europeanisation'. [ABSTRACT FROM AUTHOR]

Background: Research has indicated differences in perceptions among students, employers, and faculty related to internships, but most studies are either discipline-specific or fail to encompass all three of the aforementioned stakeholders. Purpose: The purpose of this study is to examine the perceptions of these three stakeholders as they pertain to (a) the value of a student internship experience and (b) the provisions that should be offered by internship sites and higher education institutions during an internship. Methodology/Approach: Survey research was used to collect the data and analysis revealed a number of areas of divergence in the perceptions of these stakeholders. Findings/Conclusions: A total of 33 differences were identified in the perceptions of students, employers, and faculty, with most of the differences occurring between the students and one or both of the other parties. Implications: Drawing from the notions of stakeholder theory, these differences are meaningful in that if they are not addressed, expectations may go unmet, which can undermine actual or perceived success. The results of this study suggest that specific, proactive interventions designed to foster better dialogue between internship stakeholders would be of benefit. [ABSTRACT FROM AUTHOR]