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
An author is the creator or originator of any written work such as a book or play, is thus a writer. More broadly defined, an author is "the person who originated or gave existence to anything" and whose authorship determines responsibility for what was created; the first owner of a copyright is the person who created the work i.e. the author. If more than one person created the work a case of joint authorship can be made provided some criteria are met. In the copyright laws of various jurisdictions, there is a necessity for little flexibility regarding what constitutes authorship; the United States Copyright Office, for example, defines copyright as "a form of protection provided by the laws of the United States to authors of "original works of authorship". Holding the title of "author" over any "literary, musical, certain other intellectual works" gives rights to this person, the owner of the copyright the exclusive right to engage in or authorize any production or distribution of their work.
Any person or entity wishing to use intellectual property held under copyright must receive permission from the copyright holder to use this work, will be asked to pay for the use of copyrighted material. After a fixed amount of time, the copyright expires on intellectual work and it enters the public domain, where it can be used without limit. Copyright laws in many jurisdictions – following the lead of the United States, in which the entertainment and publishing industries have strong lobbying power – have been amended since their inception, to extend the length of this fixed period where the work is controlled by the copyright holder. However, copyright is the legal reassurance that one owns his/her work. Technically, someone owns their work from the time. An interesting aspect of authorship emerges with copyright in that, in many jurisdictions, it can be passed down to another upon one's death; the person who inherits the copyright enjoys the same legal benefits. Questions arise as to the application of copyright law.
How does it, for example, apply to the complex issue of fan fiction? If the media agency responsible for the authorized production allows material from fans, what is the limit before legal constraints from actors and other considerations, come into play? Additionally, how does copyright apply to fan-generated stories for books? What powers do the original authors, as well as the publishers, have in regulating or stopping the fan fiction? This particular sort of case illustrates how complex intellectual property law can be, since such fiction may involved trademark law, likeness rights, fair use rights held by the public, many other interacting complications. Authors may portion out different rights they hold to different parties, at different times, for different purposes or uses, such as the right to adapt a plot into a film, but only with different character names, because the characters have been optioned by another company for a television series or a video game. An author may not have rights when working under contract that they would otherwise have, such as when creating a work for hire, or when writing material using intellectual property owned by others.
In literary theory, critics find complications in the term author beyond what constitutes authorship in a legal setting. In the wake of postmodern literature, critics such as Roland Barthes and Michel Foucault have examined the role and relevance of authorship to the meaning or interpretation of a text. Barthes challenges the idea, he writes, in his essay "Death of the Author", that "it is language which speaks, not the author". The words and language of a text itself determine and expose meaning for Barthes, not someone possessing legal responsibility for the process of its production; every line of written text is a mere reflection of references from any of a multitude of traditions, or, as Barthes puts it, "the text is a tissue of quotations drawn from the innumerable centres of culture". With this, the perspective of the author is removed from the text, the limits imposed by the idea of one authorial voice, one ultimate and universal meaning, are destroyed; the explanation and meaning of a work does not have to be sought in the one who produced it, "as if it were always in the end, through the more or less transparent allegory of the fiction, the voice of a single person, the author'confiding' in us".
The psyche, fanaticism of an author can be disregarded when interpreting a text, because the words are rich enough themselves with all of the traditions of language. To expose meanings in a written work without appealing to the celebrity of an author, their tastes, vices, is, to Barthes, to allow language to speak, rather than author. Michel Foucault argues in his essay "What is an author?" that all authors are writers, but not all writers are authors. He states that "a private letter may have a signatory—it does not have an author". For a reader to assign the title of author upon any written work is to attribute certain standards upon the text which, for Foucault, are working in conjunction with the idea of "the author function". Foucault's author function is the idea that an author exists only as a fun
Sir Winston Leonard Spencer-Churchill, was a British politician, army officer, writer. He was Prime Minister of the United Kingdom from 1940 to 1945, when he led Britain to victory in the Second World War, again from 1951 to 1955. Churchill represented five constituencies during his career as a Member of Parliament. Ideologically an economic liberal and imperialist, for most of his career he was a member of the Conservative Party, which he led from 1940 to 1955, but from 1904 to 1924 was instead a member of the Liberal Party. Of mixed English and American parentage, Churchill was born in Oxfordshire to a wealthy, aristocratic family. Joining the British Army, he saw action in British India, the Anglo–Sudan War, the Second Boer War, gaining fame as a war correspondent and writing books about his campaigns. Elected an MP in 1900 as a Conservative, he defected to the Liberals in 1904. In H. H. Asquith's Liberal government, Churchill served as President of the Board of Trade, Home Secretary, First Lord of the Admiralty, championing prison reform and workers' social security.
During the First World War, he oversaw the Gallipoli Campaign. In 1917, he returned to government under David Lloyd George as Minister of Munitions, was subsequently Secretary of State for War, Secretary of State for Air Secretary of State for the Colonies. After two years out of Parliament, he served as Chancellor of the Exchequer in Stanley Baldwin's Conservative government, returning the pound sterling in 1925 to the gold standard at its pre-war parity, a move seen as creating deflationary pressure on the UK economy. Out of office during the 1930s, Churchill took the lead in calling for British rearmament to counter the growing threat from Nazi Germany. At the outbreak of the Second World War, he was re-appointed First Lord of the Admiralty before replacing Prime Minister Neville Chamberlain in 1940. Churchill oversaw British involvement in the Allied war effort against Germany and the Axis powers, resulting in victory in 1945, his wartime leadership was praised, although acts like the Bombing of Dresden and his wartime response to the Bengal famine generated controversy.
After the Conservatives' defeat in the 1945 general election, he became Leader of the Opposition. Amid the developing Cold War with the Soviet Union, he publicly warned of an "iron curtain" of Soviet influence in Europe and promoted European unity. Re-elected Prime Minister in 1951, his second term was preoccupied with foreign affairs, including the Malayan Emergency, Mau Mau Uprising, Korean War, a UK-backed Iranian coup. Domestically his government developed a nuclear weapon. In declining health, Churchill resigned as prime minister in 1955, although he remained an MP until 1964. Upon his death in 1965, he was given a state funeral. Considered one of the 20th century's most significant figures, Churchill remains popular in the UK and Western world, where he is seen as a victorious wartime leader who played an important role in defending liberal democracy from the spread of fascism. Praised as a social reformer and writer, among his many awards was the Nobel Prize in Literature. Conversely, his imperialist views and comments on race, as well as his sanctioning of human rights abuses in the suppression of anti-imperialist movements seeking independence from the British Empire, have generated considerable controversy.
Churchill was born at the family's ancestral home, Blenheim Palace in Oxfordshire, on 30 November 1874, at which time the United Kingdom was the dominant world power. A direct descendant of the Dukes of Marlborough, his family were among the highest levels of the British aristocracy, thus he was born into the country's governing elite, his paternal grandfather, John Spencer-Churchill, 7th Duke of Marlborough, had been a Member of Parliament for ten years, a member of the Conservative Party who served in the government of Prime Minister Benjamin Disraeli. His own father, Lord Randolph Churchill, had been elected Conservative MP for Woodstock in 1873, his mother, Jennie Churchill, was from an American family whose substantial wealth derived from finance. The couple had met in August 1873, were engaged three days marrying at the British Embassy in Paris in April 1874; the couple lived beyond their income and were in debt. In 1876 John Spencer-Churchill was appointed Viceroy of Ireland, with Randolph as his private secretary, resulting in the Churchill family's relocation to Dublin, when the entirety of Ireland was part of the United Kingdom.
It was here that Jennie's second son, was born in 1880. Throughout much of the 1880s Randolph and Jennie were estranged, during which she had many suitors. Churchill had no relationship with his father, his relationship with Jack would be warm, they were close at various points in their lives. In Dublin, he was educated in reading and mathematics by a governess, while he and his brother were cared for by their nanny, Elizabeth Everest. Churchill was devoted to her and nicknamed her "Woomany". Visits home were to Connaught Place in L
A historian is a person who studies and writes about the past, is regarded as an authority on it. Historians are concerned with the continuous, methodical narrative and research of past events as relating to the human race. If the individual is concerned with events preceding written history, the individual is a historian of prehistory; some historians are recognized by training and experience. "Historian" became a professional occupation in the late nineteenth century as research universities were emerging in Germany and elsewhere. During the Irving v Penguin Books and Lipstadt trial, it became evident that the court needed to identify what was an "objective historian" in the same vein as the reasonable person, reminiscent of the standard traditionally used in English law of "the man on the Clapham omnibus"; this was necessary so that there would be a legal bench mark to compare and contrast the scholarship of an objective historian against the illegitimate methods employed by David Irving, as before the Irving v Penguin Books and Lipstadt trial, there was no legal precedent for what constituted an objective historian.
Justice Gray leant on the research of one of the expert witnesses, Richard J. Evans, who compared illegitimate distortion of the historical record practice by holocaust deniers with established historical methodologies. By summarizing Gray's judgement, in an article published in the Yale Law Journal, Wendie E. Schneider distils these seven points for what he meant by an objective historian: The historian must treat sources with appropriate reservations. Schneider uses the concept of the "objective historian" to suggest that this could be an aid in assessing what makes an historian suitable as an expert witnesses under the Daubert standard in the United States. Schneider proposed this, because, in her opinion, Irving could have passed the standard Daubert tests unless a court was given "a great deal of assistance from historians". Schneider proposes that by testing an historian against the criteria of the "objective historian" even if an historian holds specific political views, providing the historian uses the "objective historian" standards, he or she is a "conscientious historian".
It was Irving's failure as an "objective historian" not his right wing views that caused him to lose his libel case, as a "conscientious historian" would not have "deliberately misrepresented and manipulated historical evidence" to support his political views. The process of historical analysis involves investigation and analysis of competing ideas and purported facts to create coherent narratives that explain "what happened" and "why or how it happened". Modern historical analysis draws upon other social sciences, including economics, politics, anthropology and linguistics. While ancient writers do not share modern historical practices, their work remains valuable for its insights within the cultural context of the times. An important part of the contribution of many modern historians is the verification or dismissal of earlier historical accounts through reviewing newly discovered sources and recent scholarship or through parallel disciplines like archaeology. Understanding the past appears to be a universal human need, the telling of history has emerged independently in civilizations around the world.
What constitutes history is a philosophical question. The earliest chronologies date back to Mesopotamia and ancient Egypt, though no historical writers in these early civilizations were known by name. Systematic historical thought emerged in ancient Greece, a development that became an important influence on the writing of history elsewhere around the Mediterranean region; the earliest known critical historical works were The Histories, composed by Herodotus of Halicarnassus who became known as the "father of history". Herodotus attempted to distinguish between more and less reliable accounts, conducted research by travelling extensively, giving written accounts of various Mediterranean cultures. Although Herodotus' overall emphasis lay on the actions and characters of men, he attributed an important role to divinity in the determination of historical events. Thucydides eliminated divine causality in his account of the war between Athens and Sparta, establishing a rationalistic element that set a precedent for subsequent Western historical writings.
He was the first to distinguish between cause and immediate origins of an event, while his successor Xenophon introduced autobiographical elements and character studies in his Anabasis. The Romans adopted the Greek tradition. While early Roman works were still written in Greek, the Origines, composed by the Roman statesman Cato the Elder, was written in Latin, in a conscious effort to counteract Greek cultural influence. Strabo was an important exponent of the Greco-Roman tradition of combining geography with history, presenting a descriptive history of peoples and places known to his era. Livy (59 BCE
The United Kingdom the United Kingdom of Great Britain and Northern Ireland, sometimes referred to as Britain, is a sovereign country located off the north-western coast of the European mainland. The United Kingdom includes the island of Great Britain, the north-eastern part of the island of Ireland, many smaller islands. Northern Ireland is the only part of the United Kingdom that shares a land border with another sovereign state, the Republic of Ireland. Apart from this land border, the United Kingdom is surrounded by the Atlantic Ocean, with the North Sea to the east, the English Channel to the south and the Celtic Sea to the south-west, giving it the 12th-longest coastline in the world; the Irish Sea lies between Great Ireland. With an area of 242,500 square kilometres, the United Kingdom is the 78th-largest sovereign state in the world, it is the 22nd-most populous country, with an estimated 66.0 million inhabitants in 2017. The UK is constitutional monarchy; the current monarch is Queen Elizabeth II, who has reigned since 1952, making her the longest-serving current head of state.
The United Kingdom's capital and largest city is London, a global city and financial centre with an urban area population of 10.3 million. Other major urban areas in the UK include Greater Manchester, the West Midlands and West Yorkshire conurbations, Greater Glasgow and the Liverpool Built-up Area; the United Kingdom consists of four constituent countries: England, Scotland and Northern Ireland. Their capitals are London, Edinburgh and Belfast, respectively. Apart from England, the countries have their own devolved governments, each with varying powers, but such power is delegated by the Parliament of the United Kingdom, which may enact laws unilaterally altering or abolishing devolution; the nearby Isle of Man, Bailiwick of Guernsey and Bailiwick of Jersey are not part of the UK, being Crown dependencies with the British Government responsible for defence and international representation. The medieval conquest and subsequent annexation of Wales by the Kingdom of England, followed by the union between England and Scotland in 1707 to form the Kingdom of Great Britain, the union in 1801 of Great Britain with the Kingdom of Ireland created the United Kingdom of Great Britain and Ireland.
Five-sixths of Ireland seceded from the UK in 1922, leaving the present formulation of the United Kingdom of Great Britain and Northern Ireland. There are fourteen British Overseas Territories, the remnants of the British Empire which, at its height in the 1920s, encompassed a quarter of the world's land mass and was the largest empire in history. British influence can be observed in the language and political systems of many of its former colonies; the United Kingdom is a developed country and has the world's fifth-largest economy by nominal GDP and ninth-largest economy by purchasing power parity. It has a high-income economy and has a high Human Development Index rating, ranking 14th in the world, it was the world's first industrialised country and the world's foremost power during the 19th and early 20th centuries. The UK remains a great power, with considerable economic, military and political influence internationally, it is sixth in military expenditure in the world. It has been a permanent member of the United Nations Security Council since its first session in 1946.
It has been a leading member state of the European Union and its predecessor, the European Economic Community, since 1973. The United Kingdom is a member of the Commonwealth of Nations, the Council of Europe, the G7, the G20, NATO, the Organisation for Economic Co-operation and Development and the World Trade Organization; the 1707 Acts of Union declared that the kingdoms of England and Scotland were "United into One Kingdom by the Name of Great Britain". The term "United Kingdom" has been used as a description for the former kingdom of Great Britain, although its official name from 1707 to 1800 was "Great Britain"; the Acts of Union 1800 united the kingdom of Great Britain and the kingdom of Ireland in 1801, forming the United Kingdom of Great Britain and Ireland. Following the partition of Ireland and the independence of the Irish Free State in 1922, which left Northern Ireland as the only part of the island of Ireland within the United Kingdom, the name was changed to the "United Kingdom of Great Britain and Northern Ireland".
Although the United Kingdom is a sovereign country, Scotland and Northern Ireland are widely referred to as countries. The UK Prime Minister's website has used the phrase "countries within a country" to describe the United Kingdom; some statistical summaries, such as those for the twelve NUTS 1 regions of the United Kingdom refer to Scotland and Northern Ireland as "regions". Northern Ireland is referred to as a "province". With regard to Northern Ireland, the descriptive name used "can be controversial, with the choice revealing one's political preferences"; the term "Great Britain" conventionally refers to the island of Great Britain, or politically to England and Wales in combination. However, it is sometimes used as a loose synonym for the United Kingdom as a whole; the term "Britain" is used both as a synonym for Great Britain, as a synonym for the United Kingdom. Usage is mixed, with the BBC preferring to use Britain as shorthand only for Great Britain and the UK Government, while accepting that both terms refer to the United K
Virtual International Authority File
The Virtual International Authority File is an international authority file. It is a joint project of several national libraries and operated by the Online Computer Library Center. Discussion about having a common international authority started in the late 1990s. After a series of failed attempts to come up with a unique common authority file, the new idea was to link existing national authorities; this would present all the benefits of a common file without requiring a large investment of time and expense in the process. The project was initiated by the US Library of Congress, the German National Library and the OCLC on August 6, 2003; the Bibliothèque nationale de France joined the project on October 5, 2007. The project transitioned to being a service of the OCLC on April 4, 2012; the aim is to link the national authority files to a single virtual authority file. In this file, identical records from the different data sets are linked together. A VIAF record receives a standard data number, contains the primary "see" and "see also" records from the original records, refers to the original authority records.
The data are available for research and data exchange and sharing. Reciprocal updating uses the Open Archives Initiative Protocol for Metadata Harvesting protocol; the file numbers are being added to Wikipedia biographical articles and are incorporated into Wikidata. VIAF's clustering algorithm is run every month; as more data are added from participating libraries, clusters of authority records may coalesce or split, leading to some fluctuation in the VIAF identifier of certain authority records. Authority control Faceted Application of Subject Terminology Integrated Authority File International Standard Authority Data Number International Standard Name Identifier Wikipedia's authority control template for articles Official website VIAF at OCLC
David Coombs (lawyer)
David Edward Coombs is a United States military defense counsel notable for his role in several high-profile cases. Coombs spent twelve years on active duty service with the United States Army Judge Advocate General's Corps. During this time, he was an acting chief of military justice, senior capital defense counsel, judicial advisor for the Iraqi Central Criminal Court, was certified as a military judge, he was professor of law at The Judge Advocate General's Legal Center and School in Charlottesville, Virginia during 2006–09, in 2007 he was a co-supervisor in the University of Virginia Law Extramural Advocacy Team. Since his promotion to lieutenant colonel, he continues to teach trial advocacy and criminal law at TJAGLCS as a reserve officer. Coombs is an adjunct law professor of criminal procedure and trial advocacy at the Roger Williams University School of Law in Bristol, Rhode Island. From 2003 to 2005, he served as one of four defense counsel in the United States v. Sergeant Hasan Akbar case, a matter which received wide coverage.
In 2009, Coombs left active duty service and began a private practice specializing in defending members of the United States Army. From 2010–2013, he represented U. S. Army Private First Class Bradley, convicted of improper release of classified information to WikiLeaks. "Uncharged Misconduct – The Edge is Never Dull", The Army Lawyer, May 2007 Dictionary of Common Evidentiary Issues, The Judge Advocate General's Legal Center and School, 2007, 2008 Advanced Evidence Deskbook, The Judge Advocate General's Legal Center and School 2006–2008. "Pass Go, Collect $200.00, Hire Yourself an Expert – Article 46 and the Right to Expert Assistance", The Army Lawyer, June 2008 "United States v. Blazier: So Exactly Who Needs an Invitation to the Dance?", The Army Lawyer, July 2010 The Law Office of David E. Coombs homepage