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The role of teachers in the 21st century
22 octobre 2009
Abstract : In the fast changing world of the early 21st century public education is also changing. As part of the changes the role of schools and education will also be different both in the educational system and in the society. Together with them the role of teachers will also change. In my essay I am examining how the new social challenges and demands towards education and teachers change schools into institutions with modern aims and social contracts. We are going to depict the characteristic features of 'ideal' teachers by exploring recent literature and the results of a survey. In the survey teachers reveal their professional aims and needs for the future. Finally, we are going to explore teachers' knowledge base in the 21st century.
There have been a great number of changes in education systems worldwide recently. However, in Europe we have experienced a great change with the enlargement of the European Union and its consequences. The European Union has published several papers on the future of education, both at compulsory and higher education levels1. In this essay we are going to examine the influence of the changes and its consequences on teachers in compulsory education.
If we aim to have a closer look at the characteristic features of the changes, we have to examine what they are. What everybody can see at first sight is that not only European societies, but also their schools went through relevant changes. Schools used to be the source of knowledge, a place where children were educated more or less without parental control. Schools used to prepare learners for exams (both final exams in secondary education and entrance exams for university admissions). Thus, teaching was mostly exam preparation or exam training, especially in the final years of the secondary schools.
Together with the changes, new expectations appeared towards our schools. Nowadays schools need to teach their learners how to gain information and how to select and use them. This happens so quickly that students learn how to use the Internet together with their teachers. Parents are involved in decision-making so they take part in the life of the school. It is no longer enough to send the kids to school in the morning, pick them up in the afternoon. Parents have to have a view of what is happening in the educational institution. Exam preparation is still important, but for example in Hungary the entrance exams are 'past tense', the final examinations (matura) have changed, and the concept of learning to learn has slowly become a very important element of teachers' job.
The changes that took place in schools have changed the roles of teachers, too. In the past teachers used to be the major source of knowledge, the leader and educator of their students' school life. Teachers would organise after-school activities. They used to be the authority in the class and often took over the role of parents. Nowadays, teachers provide information and show their students how to tackle them. Although they are still considered to be a kind of leader in the class, they can be thought of as facilitators in the learning process. They are supporters rather than educators and also advisors towards parents.
If we focus on the teaching process, we still realise that there are a great number of changes in this field as well, and all of them have an influence on the role of teachers. First of all, teachers in modern classrooms are no longer lecturers, they are facilitators, their main task is to set goals and organise the learning process accordingly. Then, in the past, teachers used to follow a syllabus which was compulsory for them. Nowadays, teachers have a National Curriculum, a Core Curriculum and a local (school) curriculum that they have to consider, but - on the other hand - they have independence to choose the teaching materials (textbook), make up a syllabus of their own and teach their pupils so that they can perform well both at examinations and in life. Curriculum design is a task teachers have to be prepared for, although the present generation of teachers has been growing into making up syllabi for years.
Another difference between the past and present tasks of teachers is represented by the technical background they need to be able to use and handle effectively (computer, photocopier, power point, projectors, etc). Instead of teaching chalk face, they need to be an information technology expert, a technician or/and a photocopy master.
One of the biggest challenges for teachers is that their role in the school management has also changed. The school needs them as individuals, who can make decisions and cope with the stress of the changing world of schools. At the same time teachers need to be able to work in teams, co-operate with colleagues and parents, they have to write projects to gain money for the school programmes, they have to be PR experts and need to do all these things for a modest monthly income.
The main question is how these changes manifest themselves for the society, for the participants (teachers, learners, parents) of education. One of the mentioned European Union documents deals with teachers' role in the changing process.2 This summarises the characteristic features of future teachers who are to face a brand new situation in future education. According to the document, teachers realize the changes, but it is not sure whether they are able to face the new requirements or not. In the EU documents, a great emphasis is placed on both initial and in-service teacher education programs which are to prepare teachers to meet new demands.
All the above-mentioned changes have a common root. They show that it is not enough for teachers to be masters of their profession ; they also have to be the artist of it. But what is the difference between a master and an artist ? How can a teacher be both ? What are the characteristic features of god or bad teachers/teaching ? This is an evergreen question which often cannot be answered without understanding the real contexts of teaching. However, researchers have examined and described the different components of teachers' knowledge (like Roberts : 1998), the characteristic features of teachers (Hargreaves & Fullan : 1992, Falus : 1998). They have come up with the importance of content knowledge (teachers' subjects), pedagogic content knowledge (how to adapt content to the learners), general pedagogic knowledge (e.g. classroom management), curricular knowledge, contextual knowledge (the context of teaching : community expectations) and process knowledge (learning skills, observation skills, etc.). Among the characteristic features, cooperation, flexibility and the ability to relate learners appear rather important.
In the first years of the 21st century, 500 teachers have been asked to fill in a questionnaire about their teaching practices and professional needs in the southern region of Hungary3. The teachers were subject teachers of foreign languages and primary classroom teachers prepared for foreign language teaching to young learners. The main aim was to explore the differences in the ideas and practices of language teachers with different training backgrounds. Three hundred and twenty-five questionnaires were returned and a small section of the r esults will be presented here. The questionnaire included two groups of questions which aimed to reveal teacher's thoughts on the characteristic features of a good language teacher and their teaching arsenal (methods and aids they use). They were also asked about the professional needs of practising teachers. We would like to give a glance on the relationship between the answers of practising teachers and the image of future teachers in EU documents.
On answering this question, teachers were asked to mark the 5 most important features of good language teachers out of 16. About half of the offered answers were characteristic features of teachers in general. Most teachers marked elements like good teachers 'can explain well', 'use relevant teaching aids', 'make the learners work hard', 'prepare for the lessons', 'teach about the target language culture', etc. Teachers showed priority to content knowledge (their subject) over the general characteristic features like 'empathy' or 'creativity'.
More precisely, out of all the received answers, 50 % of the teachers marked only characteristic features of a language teacher (rather than general pedagogic features). About 90 % marked 'good target language competence'. If we examine the elements provided for teachers to choose one by one, we can see that 82 % of respondents think good language teaching methodology is very important. 'Openness' and 'empathy' were among the 5 most important features only in 32-34 % of the answers. The characteristic features of modern professional teachers such as open character, empathy, motivation, etc. were ranked at the back of the list. The questionnaire results reveal that language teachers think that content knowledge is by far the most important, while pedagogic knowledge and methodology are not so relevant. It is a striking point in the light of the European Union documents and, also, according to some Hungarian experts who write about the most important features of teaches. Bárdos (1985), for example, as early as 1985, expressed very similar ideas to the EU documents. He says that the characteristic features of teachers shine through their content knowledge and determine the quality of teaching. Other Hungarian researchers like Mihály (2002), Petneki (2002), Poór (2003) and Nikolov (2003) - at the time of data collection - summarise the expectations towards future teachers, and they claim that future teachers need to be open towards the needs of the learners ; they should be innovative and creative.
First we thought that the answer to this question would show how much teachers are aware of the fact that education and society and the requirements towards teaching are in the process of change. According to the questionnaire results, teachers think that computer skills are very important for them (47 % of the answers would need a good computer course). It is also interesting that 43 % of the answerers (who are foreign language teachers by profession) think they need to learn of another foreign language. About 31 % of the answers say that an up-to-date foreign language teaching methodology course could be useful, and 27 % would like to improve their target language skills. About one third of the answerers think that syllabus-design (planning), textbook evaluation and classroom techniques are necessary for their development as practising teachers. Another interesting feature of the answers was that 29 % of the teachers would need self-management training.
Some of the answers (computer skills, methodology course, etc.) will definitely be very important in the future, and some of them are already part of our everyday teaching life (computer skills and foreign languages). They refer to the fact that teachers are mostly interested in practical, 'right-into-teaching' skills. These answers also reveal that the answerers are not very good at computing and they do not speak (more than one) foreign languages.
On the other hand, we can say that skills and competences which seem to be fairly important in the near future in education do not really appear among the needs of practising teachers. As we asked and interviewed some final year undergraduates as well in the data collection process, we can say that there are no significant differences between the needs of practising teachers and teachers-to-be undergraduates. Neither of the groups of teachers feels that convertible and renewable content knowledge, open and pedagogically well-trained teachers are the key figures of the future education.
In my view, teacher education - rather than teacher training - needs to change in the near future. Some experts say it is too late to begin the changes, as we need new competencies in teaching right now. However, if teacher education in Hungary follows its best tradition, and it remains practical, flexible and child-centred, there is a hope that the next generation of learners will get the support and skills they need in life during their schooling years from their own teachers.
The need of a generation of teachers who aim to develop learners instead of teaching them, who help their pupils to become independent (learning to learn), who provide students with motivation and interest for life-long learning and urge them to become autonomous learners, is essential in the education of the future.
The responsibility of governments, higher education institutions, and mostly teacher educators both in pre-and in-service education, is huge. European Union member states take part in several projects which help us to prepare for taking the responsibility in achieving relevant change.
BÁRDOS Jenő (1985) A kreatív tanári személyiség Pedagógiai Szemle 1985/7-8. 753-759
FALUS Iván (1998). Didaktika Budapest : Nemzeti Tankönyvkiadó
HARGREAVES, A. & M.G.FULLAN (1992). Understanding Teacher Development.
MIHÁLY Ildikó (2002) Pedagógusok a változ(tat)ás kihívásai közepette Új Pedagógiai Szemle 2002/4 79-88
NIKOLOV Marianne (2003) Az idegennyelv-tanítás megújulásának hatásai Új Pedagógiai Szemle 2003. március 46-57. old.
PETNEKI Katalin (2002) Az idegen nyelvek tanításának helyzete és fejlesztésének feladatai
Új Pedagógiai Szemle 2002/7-8 p. 147-160
POÓR Zoltán (2003) Pedagógusképzés és továbbképzés a változó pedagógusszerepek tükrében
Új Pedagógiai Szemle 2003/5 pp. 50-54
ROBERTS, J. (1998) Language Teacher Education, London : Arnold •
UJLAKYNE SZUCS Éva (2005) Language Teacher Training for Lower Primary Classes in Hungary In : Forschungs und Entwicklungsarbeit band 5 of the PÄDAK Krems "lehre durch forschung/ research in teacher education national/international "pp. 615-623
Internet Sources
Common European Principles for Teacher Competences and Qualifications
Teachers for Tomorrow's Schools (1993)
1 See Sources.
2 'Teachers meeting the challenge of change' 1998. www.teachnet.gov.uk ; see other in sources.
3 Ujlakyné Szűcs Éva (2006), The Role of ELT Teacher Training to Young Learners in Lower Primary Teacher Education, Unpublished PhD dissertation.


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Well, not really. To be really storm stayed means being housebound. We weren't that, at least for most of the day, but the bridge closed and no flights were coming in or out and nearly everything closed as anyone from outside of town didn't venture far from home.
Maritime and Newfoundland winters put the rest of the country to shame and this comes from someone who grew up when it was regularly twenty to thirty below for a couple of months (this was before they began measuring windchill or adding it into the temps), roads were snowcovered from December to March and regular ventures had to be made onto roofs to make sure they did not collapse from the weight of the snow. And we didn't get nearly the snow that the Soo did or the cold and snow that they got in Timmins.
Nothing on what happens out this way. I spent ten days in St. John's in February back in 1995, in an apartment at Rawlins Cross, in the throes of new love and all that that entails. Would slip down into the stairwell to share a cigarette (Camels, thank you very much) and the chill there permeated everything and everywhere. We spent a lot of time in bed and a good part of that was just trying to stay warm ;) and I'd wake in the morning and wander out into the living room and look out the big window at Signal Hill and beyond it the Atlantic, and to the right I could see the harbour and down below the towering banks of snow and streets mad with slush and ice, people and cars skidding about as they tried to make their way, the tiny houses side by side huddled against the lashing wind, bright colours trying not to slide down into the icy Atlantic. So we spent those ten days wandering about, going to little parties and eating soup in hole in the wall diners and slogging up and down the hills to the centre of town. Most of it was spent in that apartment at Rawlins Cross though, tearing it up under the covers, the heat of skin keeping us from the cold outside of our bed. For us this was the best time we ever had, it all went downhill from there, though so slow and imperceptable the decline was that it took two years for it to end. I'll never forget it though, almost two weeks on a rocky outcropping in the middle of the North Atlantic and its no wonder that Newfoundlanders have the best sense of humour in the world, to survive the sheer ugliness of those winters.
The Oilers have spent the first part of their schedule struggling here and there and while many of the underlying numbers are encouraging there is enough one step forward one step back going on to discourage even the most optimistic of fans. I felt that this club would be in the playoff mix this year although I was not of the mind that they were going to leap into the ranks of the contenders based on their surge to finish last season. I have seen enough late season uprisings from also ran Blue Jay clubs in September to know that these things almost never carry over to the new year.
Having said that the additions of Visnovsky and Cole, another year of experience for the kids and good health for the club seemed to point to a club vastly improved and the reality is that this is a better club, really, as Tyler points out here. In some cases its bounces not going Edmonton's way and in others it's the odd deployment of the personnel but this is a better club and it will continue to get better, I would say. The PK is the biggest issue this season and whoever is responsible for the lack of down ice pressure and shot blocking should be put on an ice floe and pushed out into the strait (although we all know this isn't going to happen).
I am unhappy with the coaching and I'm unhappy with management (although this is more the result of an accumulation of grievances going back to June 20th, 2006) but I've always been a glass half full type of guy so I still think that things are going to get better. Despite their struggles they have games in hand on everyone that they are chasing and while the Canucks and Flames have some clearance there is no reason for this club not to turn it around. They're a little short on veterans up front and with Pisani still a month away I would expect that a kid on the farm or pick gets dealt for a veteran option to help with faceoffs and the PK. Cogliano has been doing well with the soft stuff for a while now and Pouliot is finally getting traction as an NHL player and Laddy Smid is at worst a nice cheap option in the bottom pair and maybe trending upwards. Stortini and Brodziak have won their jobs back and that leaves Gagner and Nilsson and the former is playing a little better and maybe Nilsson will respond to his benching just as Penner did.
Ideally for me going forward they would move Cole up to play with Gagner and Cogliano and bring in a vet to play with Pouliot and Moreau and then drop Moreau to the fourth line once Fernando returns but these guys never do the obviously sensible so it remains to be seen. The good news is that a cheap vet or two would go a long way to fixing what ails this club and boosting them into the playoffs but the bad news is that Lowe and Company never fill these holes until the offseason at which point another leak has sprung in the dike.
Three wins in a row and they look like they're going to make it up that icy hill but now Hemsky and Pouliot are out and its the Flames tonight after an awful loss last night and goddamn it if they haven't veered off into that snowbank again.
Sheer ugliness but at least I have my sense of humour. Just have to bundle up, bury my head in my shoulder and trudge into that goddamn gale coming off the Atlantic.
New Year's lost its cachet for me when I turned about twenty one and decided that paying forty bucks to go into a bar that usually cost me nothing to get into was not the best way to give my money to the man. Its been house parties and such with friends ever since.
I have a couple of good New Years stories and maybe I'll write them up tomorrow or not. Tonight we're heading to a friend's here for a nice little gathering, some dinner and some wine. No kids allowed.
Here's hoping that 2009 is good to you, prosperous and most importantly, healthy. Have fun tonight and if you're drinking, don't get behind the wheel.


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Erin Wasson x RVCA shirt | Dorosi skirt via Pixie Market | Karen Walker Helter Skelter sunglasses via Shopbop | Mango bag (c/o)
Just couldn't resist the fringe on fringe look. Because if you're going to go there, you may as well go all the way. Am I right?!
xx, becs


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AN EASY INTRODUCTION TO CANDLE-MAKING: Pumpkin Pie Flavour with 16 free Waterslide Transfers to decorate your seasonal candles
This kit contains everything you need (except basic kitchen equipment) to make 10 scented and coloured votive candles with up to 15 hours burn time each.These candles make perfect room scenters or decorative objects on the mantelpiece or in the bathroom.
You can then reuse the moulds to make further candles using our low-cost refill kit. SPECIAL OFFER - upgrade your kit to make another 10 candles with a discounted refill (select above)
The moulds measure approx 37mm in diameter at base and 47mm at the top. They are 50mm tall.
Whichever you select, you can look forward to a home filled with a pleasant aroma from a candle with a gentle, warm flame.
What's different about our kits?
We've developed these kits by using them to create candles ourselves. Because of this, we know that all of our kits work reliably in the real world, producing excellent, consistent, results whilst being easy for beginners to use. Our kits are not mass-manufactured, plastic toy kits: this is real candle-making equipment and ingredients aimed at people who want to learn how to do it properly.
They also make the ideal gift to introduce a loved one to the creative world of candle making. Unlike any other supplier, we include beeswax in our kits because this hardens your candles and makes them burn longer. It also makes the scent of the candle a little sweeter. Just add 10% beeswax to your paraffin wax to get the ideal mixture.
Each kit contains:
- 2 x metal moulds
- 450g Blended Paraffin Wax
- 50g Beeswax (hardens your candles and makes them burn longer)
- 1.5m Wick (plenty to spare in case you want to experiment)
- 12 metal tabs (for fixing the wick to the bottom of the mould: includes 2 spares)
- Pipette for measuring scent oil
- Wick pins for keeping the wick straight while the wax dries
- Blutack for sticking the wick to the wick pins
- Orange coloured Dye
- 30ml Pumpkin Pie candle scent
- See how to make these candles or watch the video below
This kit is packaged in a brown box containing red or pink tissue paper.
Click here to see our despatch and delivery policy
Questions? Email us at firstname.lastname@example.com


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We all take comfort in our ability to project into the future. Be it through arbitrary patterns in Spring Pouchong tea leaves, or making statistical inferences about the likelihood that it will rain tomorrow, our accumulation of knowledge about the future is based on continued attempts of attaining certainty: that is, we wish to know what tomorrow will bring. Yet the difference between benignly staring at tea leaves and using computer models to predict tomorrow's weather is fairly apparent: the former relies on a completely spurious relationship between tea leaves and events in the future, whereas the latter utilises our knowledge of weather patterns and then applies this to abstract from currently available data into the future. Put simply: if there are dense grey clouds in the sky, then it is likely we'll get rain. Conversely, if tea-leaves arrange themselves into the shape of a middle finger, it doesn't mean you are going to be continually dicked over for the rest of your life. Although, as I'll attempt to make clear below, these are differences in degrees, rather than absolutes.
So, how are we going to get from tea-leaves to Lingua Francas? Well, the other evening I found myself watching Dr Nicholas Ostler give a talk on his new book, The Last Lingua Franca: English until the Return to Babel. For those of you who aren't familiar with Ostler, he's a relatively well-known linguist, having written several successful books popularising socio-historical linguistics, and first came to my attention through Razib Kahn's detailed review of Empires of the Word. Indeed, on the basis of Razib's post, I was not surprised by the depth of knowledge expounded during the talk. On this note alone I'm probably going to buy the book, as the work certainly filters into my own interests of historical contact between languages and the subsequent consequences. However, as you can probably infer from the previous paragraph, there were some elements I was slightly-less impressed with — and it is here where we get into the murky realms between tea-leaves and knowledge-based inferences. But first, here is a quick summary of what I took away from the talk:
Continue reading "Tea Leaves and Lingua Francas: Why the future is not easy to predict"


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Select a Aladdin and the King of Thieves Place
FindMickeys.com is a Quest started by my son Daniel and I to gather found hidden Disney characters throughout...
FindMickeys.com is a website created by fans for fans of the The Walt Disney Company. FindMickeys.com is not affiliated with, authorized or endorsed by The Walt Disney Company, Disney Enterprises, Inc., or any of their affiliates. Disney artwork/properties: © Disney. All trademarks, service marks and trade names are proprietary to The Walt Disney Company and Disney Enterprises, Inc.
Copyright © 2020 Find Mickeys and FindMickeys.com.


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Great Teens necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 63 diseños de 20 diseñadores freelance.
We need a logo that will used on our website, twitter profile, business cards and stationery etc. We are focused on providing parenting skills for teenagers not infants or kids. We prefer something that is current but not to complex.
Toolkit for Great Teens with a by line of Skills for Better Parenting
Our company will be providing a Fixed Term Membership site that provides parents ideas, skills etc that will help them deal with the on-going issues in rasing teenagers and getting them on to college or their first job. Teens dont come with a operations manual and they all are differnet and what works for one wont work for another or even in a differrent situation. We will deal with areas such as Communication, Sex, Getting into Better Skills, Being Safe on the Internet, The first car, Roles of Sports,Being a Better student etc. Logo will be used for website, twitter profile page and other marketing materials. We believe that Moms of teenagers is our target market.
- Item 1...website is Toolkit for Great Teens
- By line is Skills for Better ParentingWe are open to any design, colors, fonts etc as long as it appeals to Moms and sets the tone for what we are trying to do.
- Item 1...
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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A brace came aloft a adulatory well.
The wife leaned over,
made a ambition and threw in a penny.
The bedmate absitively to accomplish a wish,
too But he leaned over too much,
fell into the well, and drowned.
The wife was abashed for a
moment but again smiled,
"It absolutely works!"


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m (Added to Category:Characters in The Hobbit)
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Revision as of 05:33, 1 September 2007
William Huggins, with Tom and Bert, one of the three trolls encountered by Bilbo and the Dwarves on their eastward journey to the Lonely Mountain. He seems to have been the leader of the troll-band - at least, it was he who led them to the woodlands of Trollshaws, according to his companions. It was William's pocket that Bilbo tried to pick as his first act of 'burglary', an attempt that brought the entire expedition close to disaster. Luckily, Gandalf was able to trick William and his two companions into arguing together until sunrise, whereupon they all turned to stone.
The name 'William Huggins' seems a very remarkable and unlikely one for a troll. It seems to be a translation by Tolkien of the troll's 'real' name, as with the Hobbits, Dwarves, Rohirrim and so on, and the fact that it is recognisably English suggests that his original name was from a Mannish language. What William's name actually was, though, is a mystery. (By a curious coincidence, there was a real historical figure named William Huggins, a pioneering astronomer of the mid-nineteenth century, though it seems extremely unlikely that Tolkien's foul-mouthed troll would be based on this noted scientist!)


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Information and advice
Eastchurch HOUSE
Thursdays 5 - 7pm
Eastchurch HOUSE offers young people a safe place to come, relax and hang out.
Blackthorn Trust - helping disabled adults to achieve more
Blackthorn Trust is a charity which provides medical care, specialist therapies and rehabilitation through work placements within Blackthorn Garden. It aims to help people living with mental, physical and learning disabilities. The diverse range of activities offered enable you to acquire new skills and gain confidence to better deal with challenges.…
Crossroads Care Kent - West Kent
West Kent Crossroads Care supports people who look after someone. If you are providing care or support to a family member or friend because they are ill, elderly, frail or have a physical or learning disability, the service can help. Crossroads Care aims to help you…
Kent Association for Spina Bifida and Hydrocephalus (KASBAH)
The Charity was founded by a group of parents of children with Spina Bifida and/or Hydrocephalus in 1966 with the aim of helping families in circumstances similar to their own. Today the service is open to people with a physical and/or learning disability and their families. KASBAH offers Independent…
Kent Association for the Blind (KAB) - West Kent
We feel that anyone who has a sight impairment should be able to live a fulfilled, healthy and safe life, exercise self-determination and make informed choices, and achieve their own personal goals. We help make this a reality by providing comprehensive support services to people…
Kent Friendz - support for people with learning disabilites
Tailored practical support for people with learning disabilities to lead independent lives and their families. The service also offers transport to leisure activities of your choice.
Dimensions Kent Domiciliary Care Office
Dimensions in the South region provides a range of personalised support services for people and achieves great outcomes based on our commitments to personalisation. We are experienced in developing and providing innovative support for people with complex needs and challenging behaviour and we are highly…
Equality and Human Rights Commission
The Equality and Human Rights Commission is an independent body aiming to eliminate discrimination. The Commission offers information and advice on: Your rights as a user of public services Housing Travel Adjustments for people with a disability Dealing with discrimination
0808 800 0082
Tenterden and District Residents Association
A community voice speaking up for Tenterden. The TDRA is strictly non-political. Members come from all walks of life and include homeowners and tenants of all ages, with a wide variety of interests.
Royal Naval Association - Margate
We will always support and look out for each other. Our loyalty is to all our shipmates, our local communities, the personnel and dependants of the Naval Service, along with other charities or organisations with naval connections. Whether we are catching up with friends at our…


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Flash Catalyst Developer Center
Getting started
Flash Catalyst CS5.5 is an approachable interaction design tool for creating user interfaces and interactive components for Flex based applications, and supports a parallel workflow on shared projects with developers using Flash Builder 4.5.
What's new
Jacob Surber (Apr 12, 2011)
Learn about the new resizing, workflow, wireframing, and prototyping enhancements in Flash Catalyst.
Jacob Surber (Apr 11, 2011)
Work more effectively with designers and developers using new workflows in Flash Catalyst and Flash Builder.
Peiter Buick (May 03, 2011)
Build an interactive wireframe prototype in Flash Catalyst.
Tanya Heins (May 03, 2011)
Learn the basics of interaction design in Flash Catalyst by taking a concept from a static file to a completed interactive, multimedia interface.
Examples and case studies
Adobe (Apr 11, 2011)
Innovative experience design firm Adaptive Path speeds its interaction design using Adobe Flash Catalyst.


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PHOENIX (Thursday, April 26, 2012) -- Arizona Attorney General Tom Horne has reached a settlement with Underwater Property Solutions, LLC ("UPS"), a Scottsdale, Arizona based mortgage loan modification service company that the State accused, in a consumer fraud lawsuit, of participating in a deceptive scheme designed to collect advance fees from consumers looking for assistance in obtaining mortgage loan modifications. In nearly all cases, it is illegal for businesses to charge upfront fees for loan modifications.
The State alleged that, along with co-defendant The Mortgage Law Group, LLP ("TMLG"), that also does business under the name Macey, Aleman & Searns, a Chicago, Illinois law firm, UPS agreed to market mortgage modification services to consumers as legal services to be performed by TMLG attorneys, including local "partners" in the states where TMLG's clients resided. The State alleged that UPS did nearly all of the substantive work for consumers who paid "retainer fees" to TMLG. The State also alleged that UPS told consumers that TMLG could stop foreclosures, that consumers were guaranteed a modification if they hired TMLG, and that consumers would save hundreds of dollars a month with their modifications, when the representations were nothing more than speculation and often proved to be false.
The settlement, which is awaiting court approval, will permanently prohibit UPS from engaging in any consumer debt or loan modification activities in Arizona or on behalf of Arizona consumers and requires UPS to pay full restitution to consumers who filed a complaint with the Attorney General's Office, as well as attorney's fees. In entering into the settlement with the State, UPS did not admit that it violated the law nor did the court make findings that it did so. Litigation against TMLG continues.
Assistant Attorney General Cherie Howe handled the case.
If you feel you have been a victim of consumer fraud, please contact the Arizona Attorney General's Office Consumer Information & Complaints Unit at (602) 542-5763 / (520) 628-6504 / (800) 352-8431.


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text: Chick-Fil-A Cinco Ranch Preschool Playhouse 02/16/2016 9:00 AM AM - 02/16/2016 11:00 AM AM Chick Fil A Cinco Ranch 23860 Westheimer Pkwy, Katy, TX 77494 [{"latlong":["29.7449","-95.7311"],"location":"23860 Westheimer Pkwy, Katy, TX 77494","zoom":"9","infow":"23860 Westheimer Pkwy, Katy, TX 77494<\/span><\/div>\n\t\t\t <\/label>\n\t\t\t 02\/16\/2016 9:00 AM AM02\/16\/2016 11:00 AM AM <\/span>\n\t\t <\/div>"}] Did you know that Chick-fil-A hosts preschool storytimes every week at both their Cinco Ranch and Mason Road locations? If you haven't made it to one yet, now is a good time to start! Each week, children will create a new craft. After crafts, you can enjoy singing and dancing, story time, and play dough. This event is free for all families! Food is available for purchase. Designed by Elegant Themes | Powered by WordPress This Web site was created by senior EIS students from University of Houston Downtown.


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C10 HD PLUS Compact, Affordable, Powerful, Easy To Use
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The C10 HD PLUS brings a unique combination of size, price and performance to the mid-scale broadcast console market. It combines the highest standards of reliability and performance for a wide range of on-air applications, with intelligently simplified design and operation, all in an exceptionally cost effective and compact package. The C10 offers proven robustness along with SSL's renowned signal processing, in an intuitive user interface, designed for the smaller budget broadcast market.
Key Benefits
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- Solves many broadcast and production challenges with operational features that simplify and/or automate key features
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- Straightforward and cost effective to install with DSP processing built into the control surface
- A choice of fader configurations and a range of I/O options to suit a wide spectrum of applications and budgets
- Production Automation interface maximises productivity with full integration with newsroom automation


text:
Everyone seems to want us to replace the run production lost by Dunn leaving. I get that. But what I don't think everyone else gets is that Jocketty isn't looking to replace that. He's wanting to change the formula. Instead of increasing our run production, how about lowering the number of runs allowed instead? Increased defense alone will improve the results of our pitching staff. You can win with small ball if you've got great pitching. That's a given. But can we play effective small ball? That remains to be seen. But adding speed and defense is certainly a step in that direction wouldn't you agree?
Everyone seems to be griping that this is like some devastating move to the franchise and I just don't get that. We didn't lose anything with this signing. We didn't have a leadoff man, we didn't have enough OF'ers, and we didn't have a serious SB threat. Now we do and it didn't cost us anything other than some dough. Would I have preferred a BETTER player? Sure, but he is NOT Patterson. (this wasn't aimed at you...just ranting in general)


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As the woes of the global economy have deepened and it's clear that we're in for some tough times that will likely be prolonged, there's still no shortage of people encouraging entrepreneurs to start businesses.
"Many great businesses were started in bad economies!" they proclaim. And they're right. Great businesses have been started in the toughest of times.
There absolutely is a lot of opportunity out there and one of the great things about times like these is that the weak hands are often forced to fold, giving the strong hands the ability to clean up.
But the mere existence of opportunity in today's market doesn't necessarily mean that it's your opportunity.
Make no doubt about it: starting a new business successfully during a recession isn't easy. It's usually downright difficult.
Since I agree with the notion that there's still plenty of opportunity out there but disagree with the notion that now is the perfect time for every entrepreneur to be jumping into the market head first, I thought it'd be worthwhile to provide a checklist that helps entrepreneurs answer the question - should I even consider starting a new business right now?
Here are the criteria that I think should be met for those looking to start a new business today:
* You know how you're going to make money. If you don't know how you're going to make money at a time when businesses that make money are under pressure, you're playing the wrong game.
Some new businesses survive without a revenue model during good times because capital is plentiful and markets are far more forgiving. Don't be fooled into believing that this same dynamic can be maintained in down times.
* You've spoken with prospective customers and stakeholders. I'm always amazed at how many entrepreneurs seem to launch a new business without talking to prospective customers and stakeholders (i.e. users, partners, etc.) right from the start.
Talking with the people who you believe will have an interest in what your business offers serves many purposes. It validates that you have something that they're interested in, it gives them an opportunity to provide valuable feedback as you build and it often provides you with that elusive first customer, user or partner.
In tough economic times, maximizing how you use and allocate resources can mean the difference between success (or survival) and failure. If you're getting feedback from prospective customers and stakeholders at every stage of your development, you have a much better chance of avoiding costly mistakes that will result in waste and misallocation of resources.
* You don't need outside funding. If you don't personally have the money required to launch and operate your venture until the point at which you anticipate that you'll be taking in more than you're spending, keep your day job. This is a BYOF (bring your own funding) affair.
In my opinion, now is not the time to be starting a new business if you are not prepared to back it 100% on your own. Period.
Even if you have investors who say they're "committed" to funding you, what are you going to do when one of them receives a margin call and pulls out of the deal, leaving you with less than you anticipate you'll need?
In this economic environment, where so much is out of your control and a lack of reliable access to capital is perhaps the most common liability facing many businesses, knowing that you personally have what it takes to do what you are setting out to do is not something you should devalue.
Of course, the question then becomes, how do you know if you have enough to execute? That brings us to my final point.
* You have a business plan. There are a lot of people who don't like business plans and frankly, I don't blame them. The average business plan in the tech industry is probably written more to secure investment than it is to serve as a useful guide. It's just one of the hoops that entrepreneurs looking for funding need to jump through.
A business plan's real value, however, is derived from the fact that it is an entrepreneur's road map to success. Forget 40 pages of hogwash and pro forma financials that you know are unrealistic. When you write a business plan for yourself, you're plotting a practical map that's going to get you from point A to point Z.
What does my vehicle look like? How much fuel do I need? Where am I going to get it? What are the paths I can take? What stops are there going to be along the way? What happens when I get to point Z? What happens if I get lost?
The bottom line is that an entrepreneur who can't invest the time to sit down and put his thoughts into writing in a practical fashion shouldn't be investing his own money (or somebody else's) trying to build a business.
Unfortunately, it happens. When the weather is sunny, getting from point A to point Z isn't all that important. You can meander and pretend that the trip is going well, even when you're lost. It's about the journey, not the destination.
But when there's an economic storm and you're caught between point A and point Z with a flat tire, you'll probably find that the destination is far more appealing than the journey.
At the end of the day, serious entrepreneurs should be looking at the opportunities that exist today. While the downturn has taken away some opportunities, plenty of new ones are being created as we speak.
Before you make the decision to try to exploit them, however, make sure that you have the right clothing to weather today's economic environment. Anybody who tells you that you should wear shorts and a t-shirt hasn't looked outside. Wear a winter coat and bring an umbrella and you're less likely to get frost bite.
Return to marketing news headlines
View Marketing News Archive


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Stand Up Paddle with Canoe Cornwall
30 May - 1 June 2016
Experience Stand Up Paddle Boarding with Canoe Cornwall. Starts from Trelissick Garden. Time: 10am - 11.30am.
Stand Up Paddle Boarding 1.5 hour session for £20pp.
An exciting fast growing family water-sport allows you to explore the river and creeks from a different view point! Based at Trelissick Gardens.
Booking Essential.


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text: Am Sonntag, 1. Juli 2007 00:28 schrieb John Jason Jordan: > I'm just starting with Scribus, version 188.8.131.52 on Ubuntu Feisty amd64. > > For my first serious project I am doing a book cover. I need to place a > text frame, rotated, in the spine area. The page width is 12 inches and > the spine will be 1/2 inch, so I set guides at 5.75 inches and 6.25 > inches. I created a frame, typed the title into the frame, then rotated > it 270 degrees. I dragged it in between the guides, then used the mouse > to drag the width (originally height) of the frame so it is now 1/2 > inch, fitting neatly between the guides. > > So far, so good. But I need the text centered vertically in the frame. > I could kludge it by setting the inside margins for the frame, > experimenting until I got it close enough. But it sure would be a lot > faster, simpler, and more accurate if I could just set the properties > for the frame to "vertically centered text." I poked all over Scribus > and I looked through the wiki, but I can't find this feature. Does it > exist? If so, where'd y'all hide it? It doesn't exist, but it's on the roadmap: http://wiki.scribus.net/index.php/1.3.x_Roadmap Cheers Christoph


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Symphony Orchestras
Under the heading, professional symphony orchestras are grouped that are primarily financed by the public sector and work all year round with a permenent staff. In addition to the artistic director, the orchestra manager or – in the case of radio orchestras – division heads or radio directors are also named. In the case of concert orchestras, who in addition to concerts also play for operatic and musical theatre performances and for theatre orchestras, reference is made to the sub-section Opera and Musical Theatre. Information on the number of positions in the individual orchestras and their members' commitment to any collective wage agreements are listed with reference to the journal Das Orchester. Other information, especially relating to the composition of the orchestras, is contained in detail in the Deutsche Bühnenjahrbuch.
Radio Orchestras
Concert Orchestras
Theatre Orchestras and Concert Orchestras with obligations at Opera Theatres
All Symphony Orchestras
1 - 30 of 131 data sets
1 - 30 of 131 data sets


text:
The Georgia Professional Standards Commission sets and applies guidelines for the preparation, certification, and continued licensing of public educators.
200 Piedmont Avenue
Suite 1702
Atlanta, GA 30334
Phone Number:
Contact Email:
How do I register to take the teacher certification test?
Prepare for and sign up to take the Georgia Assessments for the Certification of Educators, or GACE®.
I'd like to become a teacher but did not study education during college. How can I work as a teacher while I certify?
Read about the Georgia Teacher Academy for Preparation and Pedagogy, or GaTAPP, and the non-renewable certificate and test-based options.


text:
Okaro White had 15 points and stole an inbounds pass with 17 seconds left to preserve Florida State's 71-66 victory over Clemson to start Atlantic Coast Conference play Saturday.
The defending ACC champion Seminoles (9-5, 1-0) led by 16 points on Michael Snaer's 3-pointer to start the second half, yet were ahead just 66-63 in the final minute with the ball in the Tigers' hands. But White stepped in front of Rod Hall's pass, was fouled and made both free throws to extend the lead.
Clemson (8-5, 0-1) got within 69-66 on Milton Jennings' 3-pointer with 4.5 seconds to go before Terrance Shannon iced the game for Florida State with two foul shots.
Snaer, the ACC's third-leading scorer coming in, scored all eight of his points in the second half for Florida State.
Devin Booker had 19 points and 11 rebounds to lead Clemson.
Terry Whisnant and Shannon had 11 points apiece for the Seminoles. Shannon also had a team-high eight rebounds.
Florida State's last win at Littlejohn Coliseum was in 2009 when it rallied from 19 down in the second half behind former star Toney Douglas for the victory. This time, it looked like Clemson might turn a similar trick on the Seminoles with a late rally.
Snaer's first bucket of the game, a 3-pointer just seven seconds into the second half, put the Seminoles comfortably in front 41-25. But the Tigers slowly reeled in their opponents. Freshman Jordan Roper hit a pair of 3-pointers as Clemson cut the lead to 60-57 with 4:24 left.
A tip-in by Shannon and a 3-pointer by Snaer built Florida State's lead back to 65-59 and Clemson couldn't get closer than 3 points the rest of the way.
K.J. McDaniels had 15 points, Roper 11 and Jennings 10 for the Tigers.
Florida State won the ACC regular-season title a year ago and was picked to finish fourth in league play this preseason. However, things didn't go as planned in nonconference play for the Seminoles. They lost early at South Alabama and have also fallen to Mercer to drop out of the national rankings. This past Wednesday, Florida State struggled at Auburn, losing 78-72, and faced another uphill fight at Littlejohn Coliseum, where it hadn't won since the 2008-09 season.
But the Seminoles came out fast and on target — and all without leading scorer Snaer's help.
White and Ian Miller had two 3-pointers each in the first nine minutes as Florida State led 19-6. White's third 3 of the opening half increased the margin to 24-8 with 10:08 left before the break and the Seminoles' edge never slipped below double-digits the rest of the period.
Clemson couldn't find the basket early on, going 3 of 13 from the field and enduring a stretch of seven minutes without a field goal. McDaniel's basket with a minute left cut things to 36-25, but Shannon's inside bucket pushed Florida State's halftime lead to 38-25.
Snaer, who entered third in ACC scoring at 16 points a game, got one shot in the opening half and had zero points, content to watch his teammates connect from the outside. The Seminoles, eighth in ACC field goal percentage, were 15 of 30 for the half.
They slumped some after halftime, but still finished with 10 3- pointers.
White lifts Florida State past Clemson 71-66
Okaro White had 15 points and stole an inbounds pass with 17 seconds left to preserve Florida State's 71-66 victory over Clemson to start Atlantic Coast Conference play Saturday.


text:
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By Jim Stanford on April 24, 2014
Comments: 4 Comments
The bombshell news came on the bottom of page two.
Angus M. Thuermer Jr., the dean of Jackson Hole journalism, is resigning as editor of the News&Guide, the paper reported yesterday.
Thuermer, 61, will become statewide natural resources correspondent for the online news outlet WyoFile. His last day at the paper is May 21.
Thuermer started in the pressroom at the Jackson Hole News in 1978 and worked his way up to editor. He reputedly kidnapped publisher Mike Sellett's dog and held it ransom for a newsroom job.
Along with Sellett, Thuermer presided over the News as it became one of the top small weeklies in the country. He wrote the bulk of environmental news during the 1990s, covering stories like the reintroduction of wolves to Yellowstone, recovery of grizzly bears and slaughter of bison outside the world's first national park.
The hard-nosed newsman doggedly pursued his stories, taking on developers, despoilers of natural resources and politicians who sought to conduct public business in secret. He told riveting tales of grizzly maulings, avalanches and rescues of climbers in Grand Teton National Park.
Posted under Business, Environment, Media, Politics
Tags: conservation, writing


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Click for more information on the Illinois State Bar Association or Feeding Illinois.


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- Category: The Mitty
- 21 Apr
According to HMGP president Bill Brown, "This year HMGP expects to have many celebrity riders on hand to help showcase some of the historical bikes on the track. Jamie James will be back on board his favorite old Yzf750/1000 "Yamamonster" which help take him to a championship before it went on to win a Formula USA title for Dutchman Racing.


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Error C000020C occurs when your Xbox 360 Kinect Sensor doesn't turn on
You see the following error code and message when your Xbox 360 Kinect sensor doesn't turn on.
The Kinect sensor was unplugged
Error code: C000020C
This may mean that the Kinect sensor is not connected properly, or a necessary update has not been installed.
Solution 1: Update your console software
- Insert a Kinect game disc.
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Xbox 360 S console
- Turn off the console.
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- Plug the sensor cable into the AUX port on the back of the console.
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Original Xbox 360 console
- Turn off the console.
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The light located near the middle of the cable should be green.
No green light? Try plugging the cable into another outlet to make sure the cable is working correctly. If you need to replace the cable, contact Xbox Support.
- Turn on the console.
If you tried the steps above but are still having a problem, try this:
- Press the Guide button on your controller.
- Go to Settings, and then select System Settings.
- Select Kinect Settings.
- Select Kinect Sensor, and then select On.
Solution 3
If the previous solutions didn't resolve the problem, your Kinect sensor needs to be repaired. See Getting your Xbox console or Kinect sensor serviced.
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North Carolina: The History of a Southern State
University of North Carolina Press, 1954 - African Americans - 676 pages
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Zing! went the strings of my lute
At the TV critics' winter press tour the evening's after-dinner entertainment was 16th-century minstrel music by Sting.
Pushing a scholarly approach to English court music, he entertained critics to promote his "Songs from the Labyrinth" show airing Feb. 26 on PBS' "Great Performances"–lovely and melancholy and, mainly, different.
"Next," the pop singer joked, "the Abyssinian flute." He flirted with questions about a 30th-anniversary reunion of The Police–which was not what PBS was interested in talking about.
The arctic cold has swept southern California (there's ice where sprinklers are still spritzing); here at the Ritz Carlton in Pasadena the hot topic of the day was Frontline's "News War: Secrets, Spin and the Future of the News," coming in February.
Tomorrow, ABC puts the "Lost" producers on stage to explain where they're going.


text: In January 1937 the Leeds chapter of the Science Fiction League had its first real convention — which might be the first science fiction convention held anywhere in the world. And now, just in time for the 75th anniversary, a treasure trove of new photos has been discovered. Including the young Arthur C. Clarke. (That's him in the middle, between Walter Gillings and Ted Carnell.) About 20 people attended, and the festivities included a "jam session." The photos are a fascinating look back into the early days of fandom. [Fiawol via Boing Boing]


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Évariste Galois
Born: 25 October 1811
in Bourg La Reine (near Paris), France
Died: 31 May 1832
in Paris, France
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to see three larger pictures
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|Main Index
|Biographies index
Évariste Galois' father Nicholas Gabriel Galois and his mother Adelaide Marie Demante were both intelligent and well educated in philosophy, classical literature and religion. However there is no sign of any mathematical ability in any of Galois' family. His mother served as Galois' sole teacher until he was 12 years old. She taught him Greek, Latin and religion where she imparted her own scepticism to her son. Galois' father was an important man in the community and in 1815 he was elected mayor of Bourg-la-Reine.
You can see a map of Paris in the 19th Century, showing Bourg-la-Reine at THIS LINK
The starting point of the historical events which were to play a major role in Galois' life is surely the storming of the Bastille on 14 July 1789. From this point the monarchy of Louis 16th was in major difficulties as the majority of Frenchmen composed their differences and united behind an attempt to destroy the privileged establishment of the church and the state.
Despite attempts at compromise Louis 16th was tried after attempting to flee the country. Following the execution of the King on 21 January 1793 there followed a reign of terror with many political trials. By the end of 1793 there were 4595 political prisoners held in Paris. However France began to have better times as their armies, under the command of Napoleon Bonaparte, won victory after victory.
Napoleon became first Consul in 1800 and then Emperor in 1804. The French armies continued a conquest of Europe while Napoleon's power became more and more secure. In 1811 Napoleon was at the height of his power. By 1815 Napoleon's rule was over. The failed Russian campaign of 1812 was followed by defeats, the Allies entering Paris on 31 March 1814. Napoleon abdicated on 6 April and Louis XVIII was installed as King by the Allies. The year 1815 saw the famous one hundred days. Napoleon entered Paris on March 20, was defeated at Waterloo on 18 June and abdicated for the second time on 22 June. Louis XVIII was reinstated as King but died in September 1824, Charles X becoming the new King.
Galois was by this time at school. He had enrolled at the Lycée of Louis-le-Grand as a boarder in the 4 th class on 6 October 1823. Even during his first term there was a minor rebellion and 40 pupils were expelled from the school. Galois was not involved and during 1824-25 his school record is good and he received several prizes. However in 1826 Galois was asked to repeat the year because his work in rhetoric was not up to the required standard.
February 1827 was a turning point in Galois' life. He enrolled in his first mathematics class, the class of M. Vernier. He quickly became absorbed in mathematics and his director of studies wrote
It is the passion for mathematics which dominates him, I think it would be best for him if his parents would allow him to study nothing but this, he is wasting his time here and does nothing but torment his teachers and overwhelm himself with punishments.Galois' school reports began to describe him as singular, bizarre, original and closed. It is interesting that perhaps the most original mathematician who ever lived should be criticised for being original. M. Vernier reported however
Intelligence, marked progress but not enough method.In 1828 Galois took the examination of the École Polytechnique but failed. It was the leading University of Paris and Galois must have wished to enter it for academic reasons. However, he also wished to enter this school because of the strong political movements that existed among its students, since Galois followed his parents example in being an ardent republican.
Back at Louis-le-Grand, Galois enrolled in the mathematics class of Louis Richard. However he worked more and more on his own researches and less and less on his schoolwork. He studied Legendre's Géométrie and the treatises of Lagrange. As Richard was to report
This student works only in the highest realms of mathematics.In April 1829 Galois had his first mathematics paper published on continued fractions in the Annales de mathématiques. On 25 May and 1 June he submitted articles on the algebraic solution of equations to the Académie des Sciences. Cauchy was appointed as referee of Galois' paper.
Tragedy was to strike Galois for on 2 July 1829 his father committed suicide. The priest of Bourg-la-Reine forged Mayor Galois' name on malicious forged epigrams directed at Galois' own relatives. Galois' father was a good natured man and the scandal that ensued was more than he could stand. He hanged himself in his Paris apartment only a few steps from Louis-le-Grand where his son was studying. Galois was deeply affected by his father's death and it greatly influenced the direction his life was to take.
A few weeks after his father's death, Galois presented himself for examination for entry to the École Polytechnique for the second time. For the second time he failed, perhaps partly because he took it under the worst possible circumstances so soon after his father's death, partly because he was never good at communicating his deep mathematical ideas. Galois therefore resigned himself to enter the École Normale, which was an annex to Louis-le-Grand, and to do so he had to take his Baccalaureate examinations, something he could have avoided by entering the École Polytechnique.
He passed, receiving his degree on 29 December 1829. His examiner in mathematics reported:-
This pupil is sometimes obscure in expressing his ideas, but he is intelligent and shows a remarkable spirit of research.His literature examiner reported:-
This is the only student who has answered me poorly, he knows absolutely nothing. I was told that this student has an extraordinary capacity for mathematics. This astonishes me greatly, for, after his examination, I believed him to have but little intelligence.Galois sent Cauchy further work on the theory of equations, but then learned from Bulletin de Férussac of a posthumous article by Abel which overlapped with a part of his work. Galois then took Cauchy's advice and submitted a new article On the condition that an equation be soluble by radicals in February 1830. The paper was sent to Fourier, the secretary of the Paris Academy, to be considered for the Grand Prize in mathematics. Fourier died in April 1830 and Galois' paper was never subsequently found and so never considered for the prize.
Galois, after reading Abel and Jacobi's work, worked on the theory of elliptic functions and abelian integrals. With support from Jacques Sturm, he published three papers in Bulletin de Férussac in April 1830. However, he learnt in June that the prize of the Academy would be awarded the Prize jointly to Abel (posthumously) and to Jacobi, his own work never having been considered.
July 1830 saw a revolution. Charles 10th fled France. There was rioting in the streets of Paris and the director of École Normale, M. Guigniault, locked the students in to avoid them taking part. Galois tried to scale the wall to join the rioting but failed. In December 1830 M. Guigniault wrote newspaper articles attacking the students and Galois wrote a reply in the Gazette des Écoles, attacking M. Guigniault for his actions in locking the students into the school. For this letter Galois was expelled and he joined the Artillery of the National Guard, a Republican branch of the militia. On 31 December 1830 the Artillery of the National Guard was abolished by Royal Decree since the new King Louis-Phillipe felt it was a threat to the throne.
Two minor publications, an abstract in Annales de Gergonne (December 1830) and a letter on the teaching of science in the Gazette des Écoles ( 2 January 1831) were the last publications during his life. In January 1831 Galois attempted to return to mathematics. He organised some mathematics classes in higher algebra which attracted 40 students to the first meeting but after that the numbers quickly fell off. Galois was invited by Poisson to submit a third version of his memoir on equation to the Academy and he did so on 17 January.
On 18 April Sophie Germain wrote a letter to her friend the mathematician Libri which describes Galois' situation.
.. the death of M. Fourier, have been too much for this student Galois who, in spite of his impertinence, showed signs of a clever disposition. All this has done so much that he has been expelled form École Normale. He is without money... . They say he will go completely mad. I fear this is true.Late in 1830 19 officers from the Artillery of the National Guard were arrested and charged with conspiracy to overthrow the government. They were acquitted and on 9 May 1831 200 republicans gathered for a dinner to celebrate the acquittal. During the dinner Galois raised his glass and with an open dagger in his hand appeared to make threats against the King, Louis-Phillipe. After the dinner Galois was arrested and held in Sainte-Pélagie prison. At his trial on 15 June his defence lawyer claimed that Galois had said
To Louis-Phillipe, if he betraysbut the last words had been drowned by the noise. Galois, rather surprisingly since he essentially repeated the threat from the dock, was acquitted.
The 14th of July was Bastille Day and Galois was arrested again. He was wearing the uniform of the Artillery of the National Guard, which was illegal. He was also carrying a loaded rifle, several pistols and a dagger. Galois was sent back to Sainte-Pélagie prison. While in prison he received a rejection of his memoir. Poisson had reported that:-
His argument is neither sufficiently clear nor sufficiently developed to allow us to judge its rigour.He did, however, encourage Galois to publish a more complete account of his work. While in Sainte-Pélagie prison Galois attempted to commit suicide by stabbing himself with a dagger but the other prisoners prevented him. While drunk in prison he poured out his soul
Do you know what I lack my friend? I confide it only to you: it is someone whom I can love and love only in spirit. I have lost my father and no one has ever replaced him, do you hear me...?In March 1832 a cholera epidemic swept Paris and prisoners, including Galois, were transferred to the pension Sieur Faultrier. There he apparently fell in love with Stephanie-Felice du Motel, the daughter of the resident physician. After he was released on 29 April Galois exchanged letters with Stephanie, and it is clear that she tried to distance herself from the affair.
The name Stephanie appears several times as a marginal note in one of Galois' manuscripts. See THIS LINK.
Galois fought a duel with Perscheux d'Herbinville on 30 May, the reason for the duel not being clear but certainly linked with Stephanie.
A marginal note in the margin of the manuscript that Galois wrote the night before the duel reads
There is something to complete in this demonstration. I do not have the time. (Author's note).You can see this note at THIS LINK.
It is this which has led to the legend that he spent his last night writing out all he knew about group theory. This story appears to have been exaggerated.
Galois was wounded in the duel and was abandoned by d'Herbinville and his own seconds and found by a peasant. He died in Cochin hospital on 31 May and his funeral was held on 2 June. It was the focus for a Republican rally and riots followed which lasted for several days.
Galois' brother and his friend Chevalier copied his mathematical papers and sent them to Gauss, Jacobi and others. It had been Galois' wish that Jacobi and Gauss should give their opinions on his work. No record exists of any comment these men made. However the papers reached Liouville who, in September 1843, announced to the Academy that he had found in Galois' papers a concise solution
...as correct as it is deep of this lovely problem: Given an irreducible equation of prime degree, decide whether or not it is soluble by radicals.Liouville published these papers of Galois in his Journal in 1846.
The theory that Galois outlined in these papers is now called Galois theory.
Article by: J J O'Connor and E F Robertson
Click on this link to see a list of the Glossary entries for this page
List of References (22 books/articles)
Some Quotations (2)
A Poster of Évariste Galois
Mathematicians born in the same country
Additional Material in MacTutor
- Review of Peter Neumann's book on Galois
- A map of Paris in the 19th Century showing Bourg-la-Reine.
- A marginal note in one of Galois' manuscripts.
- A note in the margin
- A page from Galois' Mémoire sur les conditions de resolubilité des equations par radicaux (published in his collected works in 1897)
- A walk Around Paris
- Évariste Galois' family
- Évariste Galois' Preface written in Sainte Pélagie
Honours awarded to Évariste Galois
(Click the link below for those honoured in this way)
|Lunar features
|Crater Galois
|Paris street names
|Rue Evariste Galois (20th Arrondissement)
|Popular biographies list
|Number 36
Cross-references in MacTutor
- History Topics: The development of group theory
- History Topics: An overview of the history of mathematics
- History Topics: Abstract linear spaces
- History Topics: Ledermann's St Andrews interview
- History Topics: The abstract group concept
- Chronology: 1820 to 1830
- Catalan Mathematical Society
- Paris Academy of Sciences
- 1904 ICM - Heidelberg
- 1936 ICM - Oslo
- 1893 International Mathematical Congress - Chicago
Other Web sites
- Dictionary of Scientific Biography
- Encyclopaedia Britannica
- Kevin Brown (Galois' essay on his theory)
- H K Strick
- Mathematical Genealogy Project
- MathSciNet Author profile
- zbMATH entry
- ERAM Jahrbuch entry