A teacher is a person who helps others to acquire knowledge, competences or values. Informally the role of teacher may be taken on by anyone. In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family, rather than in a formal setting such as a school or college; some other professions may involve a significant amount of teaching. In most countries, formal teaching of students is carried out by paid professional teachers; this article focuses on those who are employed, as their main role, to teach others in a formal education context, such as at a school or other place of initial formal education or training. A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, civics, community roles, or life skills. Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, assessing pupil progress. A teacher's professional duties may extend beyond formal teaching.
Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, serve as supervisors for extracurricular activities. In some education systems, teachers may have responsibility for student discipline. Teaching is a complex activity; this is in part because teaching is a social practice, that takes place in a specific context and therefore reflects the values of that specific context. Factors that influence what is expected of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc; the competencies required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: the teacher as manager of instruction; the OECD has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.
Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require: Working with others Working with knowledge and information, Working in and with society. Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: knowledge craft skills and dispositions, it has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the challenges facing teachers is that they may have covered a curriculum until they begin to feel bored with the subject, their attitude may in turn bore the students. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials. Teachers that exhibit enthusiasm can lead to students who are more to be engaged, interested and curious about learning the subject matter.
Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn, but while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not improve learning outcomes or memory for the material. There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter. Enthusiastic teachers may lead to students becoming more self-determined in their own learning process; the concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning.
Enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety and surprise of the enthusiastic teacher's presentation of the material. The concept of emotional contagion, may apply. Research shows that student motivation and attitudes towards school are linked to student-teacher relationships. Enthusiastic teachers are good at creating beneficial relations with their students, their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-studen
Melun is a commune in the Seine-et-Marne department in the Île-de-France region in north-central France. It is a southeastern suburb of Paris 41.4 km from the centre of Paris. Melun is the prefecture of the Seine-et-Marne, the seat of an arrondissement, its inhabitants are called Melunais. Meledunum began as a Gaulish town. Roman Meledunum was a mutatio where fresh horses were kept available for official couriers on the Roman road south-southeast of Paris, where it forded the Seine. Around 500 A. D, Clovis I granted Melun to a Gallo-Roman magnate, who had fought for Clovis several times and influenced his conversion to Christianity; the Normans sacked it in 845. The castle of Melun became a royal residence of the Capetian kings. Hugh Capet gave Melun to Bouchard, his favorite. In the reign of Hugh's son, Robert II of France, the count of Champagne, bought the city, but the king took it back for Bouchard in 999; the chatelain Gautier and his wife, who had sold the city, were hanged. Robert died there in July 1031.
Robert of Melun was an English scholastic Christian theologian who taught in France, became Bishop of Hereford in England. He studied under Peter Abelard in Paris before teaching there and at Melun, which gave him his surname. Aurelianus Donatus Bouchard I Count of Vendôme and Count of Paris The early viscounts of Melun were listed by 17th and 18th century genealogists, notably Père Anselme. Based on closer reading of the original documents, Adolphe Duchalais constructed this list of viscounts in 1844: Salo Joscelin I William Ursio William the Carpenter Hilduin, Ursio II, Jean Adam Joscelin II The title became an honorary peerage; such viscounts include Claude Louis Hector de Villars. Melun is served by the Gare de Melun, an interchange station on Paris RER line D, on the Transilien R suburban rail line, on several national rail lines; the Collegiate Church of Notre-Dame, Melun was the original home of the Melun Diptych. The nearby château of Vaux-le-Vicomte is considered a smaller predecessor of Palace of Versailles.
The officers' school of the French Gendarmerie is located in Melun. Melun is the birthplace of: Morgan Ciprès, pair skater Jérémie Bela, footballer Willy Boly, footballer Pierre Certon, composer of the Renaissance Jacques Amyot, writer Chimène Badi, singer Samir Beloufa, professional footballer Raphaël Desroses, basketball player Stéphane Dondon, basketball player Judah of Melun, French rabbi and tosafist Yvan Kibundu, footballer Edmé-François Mallet and encyclopédiste Steven Mouyokolo, footballer Granddi Ngoyi, footballer Yrétha Silété, figure skater Bertrand Grospellier, poker player William the Carpenter, viscount of Melun in the 11th century A campus of the École nationale de l'aviation civile is located in Melun. Public high schools/sixth form colleges: Lycée Léonard de Vinci Lycée Jacques-Amyot Lycée Georges SandThere is one private high school/sixth form college: Lycée Saint Aspais Melun is twinned with: Ouidah, Benin Spelthorne, United Kingdom Crema, Italy Stuttgart-Vaihingen, Germany Communes of the Seine-et-Marne department INSEE Initial text from the "Carpenters' Encyclopedia of Carpenters 2001" Compiled by John R. Carpenter.
The Viscounts and Counts of Melun are listed in Detlev Schwennicke, Europäische Stammtafeln, Neue Folge, Volume VII, Tafels 55 & 56. Cawley, Paris Region Nobility - Vicomtes de Melun, Medieval Lands database, Foundation for Medieval Genealogy Official website Tourist office website 1999 Land Use, from IAURIF French Ministry of Culture list for Melun Map of Melun on Michelin
Young adult fiction
Young adult fiction is a category of fiction written for readers from 12 to 18 years of age. While the genre is targeted to teenagers half of YA readers are adults; the subject matter and genres of YA correlate with the experience of the protagonist. The genres available in YA include most of those found in adult fiction. Common themes related to YA include: friendship, first love and identity. Stories that focus on the specific challenges of youth are sometimes referred to as problem novels or coming-of-age novels. Young adult fiction was developed to soften the transition between children's novels and adult literature; the history of young adult literature is tied to the history of how childhood and young adulthood has been perceived. One early writer to recognize young adults as a distinct group was Sarah Trimmer, who, in 1802, described "young adulthood" as lasting from ages 14 to 21. In her children's literature periodical, The Guardian of Education, Trimmer introduced the terms "Books for Children" and "Books for Young Persons", establishing terms of reference for young adult literature that still remains in use.
Nineteenth century literature presents several early works, that appealed to young readers, though not written for them, including The Swiss Family Robinson, Walter Scott's Waverley, Charles Dickens' Oliver Twist, Alexandre Dumas' The Count of Monte Cristo, Tom Brown's Schooldays, Dickens' Great Expectations, Alice in Wonderland, Mark Twain's The Adventures of Tom Sawyer, Adventures of Huckleberry Finn, Robert Louis Stevenson's Kidnapped, Rudyard Kipling's The Jungle Book, Moonfleet by J. Meade Falkner. In the 1950s, two influential adult novels, The Catcher in the Rye and Lord of the Flies, which were not marketed to adolescents, still attracted the attention of the adolescent demographic; the modern classification of young-adult fiction originated during the 1950s and 1960s after the publication of S. E. Hinton's The Outsiders; the novel features a truer, darker side of adolescent life, not represented in works of fiction of the time, was the first novel published marketed for young adults as Hinton was one when she wrote it.
Written during high-school and published when Hinton was only 17, The Outsiders lacked the nostalgic tone common in books about adolescents written by adults. The Outsiders remains one of the best-selling young adult novels of all time; the 1960s became the era "when the'under 30' generation became a subject of popular concern, research on adolescence began to emerge. It was the decade when literature for adolescents could be said to have come into its own"; this increased the new idea of adolescent authors. In the late 1960s and early 1970s, what has come to be known as the "fab five" were published: I Know Why the Caged Bird Sings, an autobiography of the early years of American poet Maya Angelou; the works of Angelou and Plath were not written for young readers. As publishers began to focus on the emerging adolescent market and libraries began creating young adult sections distinct from children's literature and novels written for adults; the 1970s to the mid-1980s have been described as the golden age of young-adult fiction, when challenging novels began speaking directly to the interests of the identified adolescent market.
In the 1980s, young adult literature began pushing the envelope in terms of the subject matter, considered appropriate for their audience: Books dealing with topics such as rape, parental death, murder, deemed taboo, saw significant critical and commercial success. A flip-side of this trend was a strong revived interest in the romance novel, including young adult romance. With an increase in number of teenagers the genre "matured and came into its own, with the better written, more serious, more varied young adult books published during the last two decades"; the first novel in J. K. Rowling's seven-book Harry Potter series, Harry Potter and the Philosopher's Stone, was published in 1997; the series was praised for its complexity and maturity, attracted a wide adult audience. While not technically YA, its success led many to see Harry Potter and its author, J. K. Rowling, as responsible for a resurgence of young adult literature, re-established the pre-eminent role of speculative fiction in the field, a trend further solidified by The Hunger Games trilogy by Suzanne Collins.
The end of the decade saw a number of awards appear such as the Michael L. Printz Award and Alex Awards, designed to recognize excellence in writing for young adult audiences; the category of young adult fiction continues to expand into other media and genres: graphic novels/manga, light novels, mystery fiction, romance novels, subcategories such as cyberpunk, techno-thrillers, contemporary Christian fiction. Many young adult novels feature coming-of-age stories; these feature adolescents beginning to transform into adults, working through personal problems, learning to take responsibility for their actions. YA serves many literary purposes, it provides a pleasurable reading experience for young people, emphasizing real life experiences and
Seine-et-Marne is a French department, named after the Seine and Marne rivers, located in the Île-de-France region. Seine-et-Marne is one of the original 83 departments created on 4 March 1790 during the French Revolution in application of the law of 22 December 1789, it had belonged to the former province of Île-de-France. With 60% of the region used as farmland, Seine-et-Marne is where most agricultural activity occurs within the Île-de-France. Cereals and sugar beet are the principal exports from Seine-et-Marne; the other key industrial structures are the refinery at the Snecma research plant. The two new towns are the centre of tourism for the department due to theme parks such as Disneyland Park and Walt Disney Studios Park at Disneyland Paris. Seine-et-Marne has a temperate Atlantic climate; the average rainfall is based upon that of Fontainebleau, giving an average rainfall of 650 mm, higher than the average of Île-de-France. Average temperature in Melun during the 1953–2002 period was 3.2 °C for January and 18.6 °C for July.
The storm of 26 December 1999 caused several trees to fall. Seine-et-Marne forms a part of the Île-de-France region, it is bordered by Seine-Saint-Denis, Val-de-Marne, Essonne to the West. The department has many natural reserves, notably Gâtinais; the highest point of the département is Saint-George's Hill. People from Seine-et-Marne are known as the Seine-et-Marnais. Seine-et-Marne was rural and populated. Over the past 50 years, its population has tripled, due to the development of the Paris conurbation and the building of new towns in the northwest of the region; the population was estimated to be 1,267,496 inhabitants in 2006. The region has changed from consisting only of small villages to forming a large part of the Paris conurbation. Seine-et-Marne as a whole shares a sister city relationship with Orlando, United States, as both host Disney theme parks. Collège de Juilly Forest of Fontainebleau Cantons of the Seine-et-Marne department Communes of the Seine-et-Marne department Arrondissements of the Seine-et-Marne department Lion, Christian, La Mutuelle de Seine-et-Marne contre l'incendie de 1819 à 1969.
Mutualité, assurance et cycles de l'incendie. Prefecture website General Council website
Grand prix RTL-Lire
The grand prix RTL-Lire is a French literary award first created in 1975 revived in 1992. Its aim is to reward every year a French-language novel chosen by a jury of readers; the grand prix RTL-Lire succeeds the "prix RTL grand public" created in 1975. It is awarded in March of each year at the Salon Livre Paris to a French-language novel by a jury composed of one hundred readers chosen by twenty booksellers in France. Five finalists are selected by the editors of the RTL radio station and the magazine Lire in January; the award-winning book benefits from a promotional campaign and extensive editorial coverage on RTL radio and in the magazine Lire Grand Prix RTL - "Lire" on the site of the Académie française Grand Prix RTL - "Lire" on Babelio Grand Prix RTL-Lire on Prix Littéraire.net 5 articles « Grand Prix rtl lire » on LivresHebdo Découvrez les 5 finalistes du Grand Prix RTL-Lire 2017 on RTL
A novelist is an author or writer of novels, though novelists write in other genres of both fiction and non-fiction. Some novelists are professional novelists, thus make a living writing novels and other fiction, while others aspire to support themselves in this way or write as an avocation. Most novelists struggle to get their debut novel published, but once published they continue to be published, although few become literary celebrities, thus gaining prestige or a considerable income from their work. Novelists come from a variety of backgrounds and social classes, this shapes the content of their works. Public reception of a novelist's work, the literary criticism commenting on it, the novelists' incorporation of their own experiences into works and characters can lead to the author's personal life and identity being associated with a novel's fictional content. For this reason, the environment within which a novelist works and the reception of their novels by both the public and publishers can be influenced by their demographics or identity.
Some novelists have creative identities derived from their focus on different genres of fiction, such as crime, romance or historical novels. While many novelists compose fiction to satisfy personal desires and commentators ascribe a particular social responsibility or role to novel writers. Many authors use such moral imperatives to justify different approaches to novel writing, including activism or different approaches to representing reality "truthfully". Novelist is a term derivative from the term "novel" describing the "writer of novels"; the Oxford English Dictionary recognizes other definitions of novelist, first appearing in the 16th and 17th centuries to refer to either "An innovator. However, the OED attributes the primary contemporary meaning of "a writer of novels" as first appearing in the 1633 book "East-India Colation" by C. Farewell citing the passage "It beeing a pleasant observation to note the order of their Coaches and Carriages.. As if it had bin the spoyles of a Tryumph leading Captive, or a preparation to some sad Execution" According to the Google Ngrams, the term novelist first appears in the Google Books database in 1521.
The difference between professional and amateur novelists is the author's ability to publish. Many people take up novel writing as a hobby, but the difficulties of completing large scale fictional works of quality prevent the completion of novels. Once authors have completed a novel, they will try to get it published; the publishing industry requires novels to have accessible profitable markets, thus many novelists will self-publish to circumvent the editorial control of publishers. Self-publishing has long been an option for writers, with vanity presses printing bound books for a fee paid by the writer. In these settings, unlike the more traditional publishing industry, activities reserved for a publishing house, like the distribution and promotion of the book, become the author's responsibility; the rise of the Internet and electronic books has made self publishing far less expensive and a realistic way for authors to realize income. Novelists apply a number of different methods to writing their novels, relying on a variety of approaches to inspire creativity.
Some communities encourage amateurs to practice writing novels to develop these unique practices, that vary from author to author. For example, the internet-based group, National Novel Writing Month, encourages people to write 50,000-word novels in the month of November, to give novelists practice completing such works. In the 2010 event, over 200,000 people took part – writing a total of over 2.8 billion words. Novelists don't publish their first novels until in life. However, many novelists begin writing at a young age. For example, Iain Banks began writing at eleven, at sixteen completed his first novel, "The Hungarian Lift-Jet", about international arms dealers, "in pencil in a larger-than-foolscap log book". However, he was thirty before he published his first novel, the controversial The Wasp Factory in 1984; the success of this novel enabled Banks to become a full-time novelist. An important writers' juvenilia if not published, is prized by scholars because it provides insight into an author's biography and approach to writing.
Novelists publish as early as their teens. For example, Patrick O'Brian published his first novel, Caesar: The Life Story of a Panda-Leopard, at the age of 15, which brought him considerable critical attention. Barbara Newhall Follett's The House Without Windows, was accepted and published in 1927 when she was 13 by the Knopf publishing house and earned critical acclaim from the New York Times, the Saturday Review, H. L. Mencken; these works will achieve popular success as well. For example, though Christopher Paolini's Eragon, was not a great critical success, but its popularity among readers placed it on the New York Times Children's Books Best Seller list for 121 weeks. First-time novelists of any age find themselves unable to get works published, because of a number of reasons reflecting the inexperience of the author and the economic realities of publishers. Authors mus