Computer

A computer is a general purpose device which can be programmed to carry out a finite set of arithmetic or logical operations. Since a sequence of operations can be readily changed, the computer can solve more than one kind of problem. The essential point of a computer is to implement an idea, the terms of which are satisfied by Alan Turing's Universal Turing machine. Conventionally, a computer consists of at least one processing element and some form of memory. The processing element carries out arithmetic and logic operations, and a sequencing and control unit that can change the order of operations based on stored information. Peripheral devices allow information to be retrieved from an external source, and the result of operations saved. A computer's processing unit executes a series of instructions that make it read, manipulate and then store data. Conditional instructions change the sequence of instructions as a function of the current state of the machine or its environment. In order to interact with such a machine, programmers and engineers developed the concept of a user interface in order to accept input from humans and return results for human consumption. The first electronic digital computers were developed between 1940 and 1945 in the United Kingdom and United States. Originally, they were the size of a large room, consuming as much power as several hundred modern personal computers (PCs). In this era mechanical analog computers were used for military applications. Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space. Simple computers are small enough to fit into mobile devices, and mobile computers can be powered by small batteries. Personal computers in their various forms are icons of the Information Age and are what most people think of as "computers". However, the embedded computers found in many devices from mp3 players to fighter aircraft and from toys to industrial robots are the most numerous. History of computing The first use of the word "computer" was recorded in 1613, referring to a person who carried out calculations, or computations, and the word continued with the same meaning until the middle of the 20th century. From the end of the 19th century the word began to take on its more familiar meaning, a machine that carries out computations. imited-function early computers The history of the modern computer begins with two separate technologies, automated calculation and programmability, but no single device can be identified as the earliest computer, partly because of the inconsistent application of that term. A few devices are worth mentioning though, like some mechanical aids to computing, which were very successful and survived for centuries until the advent of the electronic calculator, like the Sumerian abacus, designed around 2500 BC of which a descendant won a speed competition against a modern desk calculating machine in Japan in 1946, the slide rules, invented in the 1620s, which were carried on five Apollo space missions, including to the moon and arguably the astrolabe and the Antikythera mechanism, an ancient astronomical computer built by the Greeks around 80 BC. The Greek mathematician Hero of Alexandria (c. 10–70 AD) built a mechanical theater which performed a play lasting 10 minutes and was operated by a complex system of ropes and drums that might be considered to be a means of deciding which parts of the mechanism performed which actions and when. This is the essence of programmability. Around the end of the 10th century, the French monk Gerbert d'Aurillac brought back from Spain the drawings of a machine invented by the Moors that answered either Yes or No to the questions it was asked. Again in the 13th century, the monks Albertus Magnus and Roger Bacon built talking androids without any further development (Albertus Magnus complained that he had wasted forty years of his life when Thomas Aquinas, terrified by his machine, destroyed it). In 1642, the Renaissance saw the invention of the mechanical calculator, a device that could perform all four arithmetic operations without relying on human intelligence. The mechanical calculator was at the root of the development of computers in two separate ways. Initially, it was in trying to develop more powerful and more flexible calculators that the computer was first theorized by Charles Babbage and then developed. Secondly, development of a low-cost electronic calculator, successor to the mechanical calculator, resulted in the development by Intel of the first commercially available microprocessor integrated circuit. First general-purpose computers In 1801, Joseph Marie Jacquard made an improvement to the textile loom by introducing a series of punched paper cards as a template which allowed his loom to weave intricate patterns automatically. The resulting Jacquard loom was an important step in the development of computers because the use of punched cards to define woven patterns can be viewed as an early, albeit limited, form of programmability. It was the fusion of automatic calculation with programmability that produced the first recognizable computers. In 1837, Charles Babbage was the first to conceptualize and design a fully programmable mechanical computer, his analytical engine. Limited finances and Babbage's inability to resist tinkering with the design meant that the device was never completed—nevertheless his son, Henry Babbage, completed a simplified version of the analytical engine's computing unit (the mill) in 1888. He gave a successful demonstration of its use in computing tables in 1906. This machine was given to the Science museum in South Kensington in 1910. In the late 1880s, Herman Hollerith invented the recording of data on a machine-readable medium. Earlier uses of machine-readable media had been for control, not data. "After some initial trials with paper tape, he settled on punched cards ..." To process these punched cards he invented the tabulator, and the keypunch machines. These three inventions were the foundation of the modern information processing industry. Large-scale automated data processing of punched cards was performed for the 1890 United States Census by Hollerith's company, which later became the core of IBM. By the end of the 19th century a number of ideas and technologies, that would later prove useful in the realization of practical computers, had begun to appear: Boolean algebra, the vacuum tube (thermionic valve), punched cards and tape, and the teleprinter. During the first half of the 20th century, many scientific computing needs were met by increasingly sophisticated analog computers, which used a direct mechanical or electrical model of the problem as a basis for computation. However, these were not programmable and generally lacked the versatility and accuracy of modern digital computers. Alan Turing is widely regarded as the father of modern computer science. In 1936 Turing provided an influential formalisation of the concept of the algorithm and computation with the Turing machine, providing a blueprint for the electronic digital computer. Of his role in the creation of the modern computer, Time magazine in naming Turing one of the 100 most influential people of the 20th century, states: "The fact remains that everyone who taps at a keyboard, opening a spreadsheet or a word-processing program, is working on an incarnation of a Turing machine". The Atanasoff–Berry Computer (ABC) was the world's first electronic digital computer, albeit not programmable. Atanasoff is considered to be one of the fathers of the computer. Conceived in 1937 by Iowa State College physics professor John Atanasoff, and built with the assistance of graduate student Clifford Berry, the machine was not programmable, being designed only to solve systems of linear equations. The computer did employ parallel computation. A 1973 court ruling in a patent dispute found that the patent for the 1946 ENIAC computer derived from the Atanasoff–Berry Computer. The first program-controlled computer was invented by Konrad Zuse, who built the Z3, an electromechanical computing machine, in 1941. The first programmable electronic computer was the Colossus, built in 1943 by Tommy Flowers. George Stibitz is internationally recognized as a father of the modern digital computer. While working at Bell Labs in November 1937, Stibitz invented and built a relay-based calculator he dubbed the "Model K" (for "kitchen table", on which he had assembled it), which was the first to use binary circuits to perform an arithmetic operation. Later models added greater sophistication including complex arithmetic and programmability. A succession of steadily more powerful and flexible computing devices were constructed in the 1930s and 1940s, gradually adding the key features that are seen in modern computers. The use of digital electronics (largely invented by Claude Shannon in 1937) and more flexible programmability were vitally important steps, but defining one point along this road as "the first digital electronic computer" is difficult.Shannon 1940 Notable achievements include: Konrad Zuse's electromechanical "Z machines". The Z3 (1941) was the first working machine featuring binary arithmetic, including floating point arithmetic and a measure of programmability. In 1998 the Z3 was proved to be Turing complete, therefore being the world's first operational computer. The non-programmable Atanasoff–Berry Computer (commenced in 1937, completed in 1941) which used vacuum tube based computation, binary numbers, and regenerative capacitor memory. The use of regenerative memory allowed it to be much more compact than its peers (being approximately the size of a large desk or workbench), since intermediate results could be stored and then fed back into the same set of computation elements. The secret British Colossus computers (1943), which had limited programmability but demonstrated that a device using thousands of tubes could be reasonably reliable and electronically reprogrammable. It was used for breaking German wartime codes. The Harvard Mark I (1944), a large-scale electromechanical computer with limited programmability. The U.S. Army's Ballistic Research Laboratory ENIAC (1946), which used decimal arithmetic and is sometimes called the first general purpose electronic computer (since Konrad Zuse's Z3 of 1941 used electromagnets instead of electronics). Initially, however, ENIAC had an inflexible architecture which essentially required rewiring to change its programming.

Teacher

For university teachers, see professor. For 'extra-help teachers', see tutor. For Parapros, see Paraprofessional educator. A teacher or schoolteacher is a person who provides education for pupils (children) and students (adults). The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum. A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. A teacher who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess. In some countries, formal education can take place through home schooling. Informal learning may be assisted by a teacher occupying a transient or ongoing role, such as a family member, or by anyone with knowledge or skills in the wider community setting. Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible. Professional educators Teaching may be carried out informally, within the family which is called home schooling (see Homeschooling) or the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA). 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, and serve as supervisors for extracurricular activities. In some education systems, teachers may have responsibility for student discipline. Around the world teachers are often required to obtain specialized education, knowledge, codes of ethics and internal monitoring. There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession. The functions of the teacher's colleges may include setting out clear standards of practice, providing for the ongoing education of teachers, investigating complaints involving members, conducting hearings into allegations of professional misconduct and taking appropriate disciplinary action and accrediting teacher education programs. In many situations teachers in publicly funded schools must be members in good standing with the college, and private schools may also require their teachers to be college peoples. In other areas these roles may belong to the State Board of Education, the Superintendent of Public Instruction, the State Education Agency or other governmental bodies. In still other areas Teaching Unions may be responsible for some or all of these duties. Pedagogy and teaching n education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor. The objective is typically accomplished through either an informal or formal approach to learning, including a course of study and lesson plan that teaches skills, knowledge and/or thinking skills. Different ways to teach are often referred to as pedagogy. When deciding what teaching method to use teachers consider students' background knowledge, environment, and their learning goals as well as standardized curricula as determined by the relevant authority. Many times, teachers assist in learning outside of the classroom by accompanying students on field trips. The increasing use of technology, specifically the rise of the internet over the past decade, has begun to shape the way teachers approach their roles in the classroom. The objective is typically a course of study, lesson plan, or a practical skill. A teacher may follow standardized curricula as determined by the relevant authority. The teacher may interact with students of different ages, from infants to adults, students with different abilities and students with learning disabilities. Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using differentiated instruction as well as supervision to meet the needs of all students in the classroom. Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic diversity of his/her students and differentiates for the individual students accordingly. Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have 10 or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day. This is true throughout most of the United States as well. However, alternative approaches for primary education do exist. One of these, sometimes referred to as a "platoon" system, involves placing a group of students together in one class that moves from one specialist to another for every subject. The advantage here is that students learn from teachers who specialize in one subject and who tend to be more knowledgeable in that one area than a teacher who teaches many subjects. Students still derive a strong sense of security by staying with the same group of peers for all classes. Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning. Rights to enforce school discipline Throughout the history of education the most common form of school discipline was corporal punishment. While a child was in school, a teacher was expected to act as a substitute parent, with all the normal forms of parental discipline open to them. In past times, corporal punishment (spanking or paddling or caning or strapping or birching the student in order to cause physical pain) was one of the most common forms of school discipline throughout much of the world. Most Western countries, and some others, have now banned it, but it remains lawful in the United States following a US Supreme Court decision in 1977 which held that paddling did not violate the US Constitution.[1] 30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office. Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries. For details of individual countries see School corporal punishment. Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some US schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly. A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.[verification needed] Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.[citation needed] Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.[citation needed] It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In Japan, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all. Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Médecin

Un médecin est un professionnel de la santé titulaire d'un diplôme de docteur en médecine. Il est chargé de soigner les maladies, pathologies, et blessures de ses patients. Il est intimement lié avec d'autres professionnels de la santé comme le pharmacien ou l'infirmier ou le dentiste. Étymologie Du latin medicus (« médecin » ou « apte à guérir » ; « qui soigne, guérit »). Le terme toubib, qui désigne un médecin dans le langage courant voir familier dans une partie de la francophonie, vient pour sa part de l'arabe طبيب tabīb, « médecin ». Formation La formation des médecins varie considérablement à travers le monde. Elle est en général universitaire. Dans la majorité des pays développés, un concours est utilisé pour sélectionner les candidats, soit au début de la formation, soit après quelques années de celle-ci. Après l'obtention du diplôme de docteur en médecine, les nouveaux médecins sont en général soumis à une période de pratique supervisée. En France En France, les études médicales sont ouvertes à tous les bacheliers. Mais l'accès en 2e année des études de médecine est soumis à un concours sélectif en fin de première année (de 10 à 15% de réussite). Le premier cycle des études médicales (PCEM) dure 2 ans. Le deuxième cycle des études de médecine (DCEM) dure 4 ans. Le PCEM et le DCEM constituent un tronc commun à tous les futurs médecins. Alors que le premier cycle donne une formation commune essentiellement théorique, le deuxième cycle ouvre la voie à l'externat et à la pratique médicale proprement dite, et aboutit à l'Examen Classant National (ECN). Le troisième cycle des études médicales (TCEM) est obligatoire et s'ouvre à l'issue des ECN et peut durer de 3 à 5 ans en fonction de la discipline choisie (parmi lesquelles on retrouve les spécialités de médecine générale (3 ans), médicales (4 à 5 ans), chirurgicales, d'anesthésie-réanimation, de gynécologie etc), et constitue l'internat. Durant cette phase, la thèse du diplôme d'État de docteur en médecine est soutenue et donne le titre de docteur, permettant l'exercice de la médecine. Pour certaines spécialités et notamment la chirurgie, une formation complémentaire est nécessaire après le TCEM et cette phase dure entre 1 et 4 ans. Il peut s'agir d'un clinicat universitaire ou d'un assistanat de spécialité. Ceci correspond donc pour la chirurgie à une formation totale de 11 à 15 ans. Les études médicales en France se dirigent actuellement vers une modification de la dénomination de leur organisation avec le passage au système européen LMD (Licence-Master-Doctorat). Réglementation Dans la majorité des pays, les médecins doivent avoir la permission du gouvernement pour pratiquer la médecine. Ils doivent aussi parfois être membres d'un ordre professionnel. Dans certains pays, c'est cet ordre professionnel qui autorise les médecins à pratiquer alors que le gouvernement ne fait que reconnaître l'autorité de l'ordre en la matière. Exercice Exercice hospitalier Plusieurs types de médecins peuvent travailler à l’hôpital (en dehors des internes en Europe et des résidents au Canada) et ont des statuts différents. Les internes (étudiants en 3e cycle, après la sixième année, en Europe) et les résidents (médecins en formation, ayant obtenu leur doctorat après 4 ou 5 ans d'université, au Canada) ont le droit de prescrire et d'entreprendre des actes thérapeutiques ou diagnostiques (cf études de médecine). Exercice libéral Les médecins libéraux exercent au sein d'un cabinet médical où ils travaillent seuls ou avec quelques confrères. Médecine du travail Dans certains pays, seuls les salariés des grandes entreprises, ou les salariés soumis à des dangers relèvent de la médecine du travail. Ailleurs, comme en France, tous les salariés sont concernés par la médecine du travail.

Arsène Wenger

Arsène Wenger OBE est un joueur puis entraîneur de football français, né le 22 octobre 1949 à Strasbourg. Il est entraîneur du club anglais d'Arsenal (Londres) depuis 1996. Il est considéré comme l'un des plus grands entraîneurs de son époque, assumant régulièrement le choix de jeunes joueurs en devenir pour un jeu tourné vers l'offensive et le collectif. Biographie Enfance et jeunesse Fils d'Alphonse et de Louise, il grandit avec une sœur et un frère ainé dans le petit village alsacien de Duttlenheim. C'est dans l'établissement de ses parents restaurateurs (« À la Croix d'or »), où se réunit alors régulièrement l'équipe du FC Duttlenheim qu'il se prend de passion pour le football. Il joue d'abord en amateur en tant que gardien de but puis défenseur. Carrière de footballeur Il débute en tant que joueur à l'Association sportive de Mutzig comme arrière central. Il n'est toujours pas professionnel à 24 ans. Il rejoint enfin le FC Mulhouse qui évolue alors en deuxième division. Il rejoint par la suite l'AS Vauban à Strasbourg en National. Enfin, il arrive en première division au RC Strasbourg à l'âge de 29 ans. Il dispute notamment la Coupe d'Europe et décroche un titre de champion de France en 1979. Mais c'est plus grâce à sa vision du jeu et à son intelligence que pour des qualités de jeu individuel, que Wenger jouera dans le football professionnel. Il n'aura joué que 12 matchs en 3 saisons toutes compétitions confondues. À 32 ans, il arrête sa carrière pour se consacrer à sa véritable vocation, celle d'entraîneur. Carrière d'entraîneur La France Il passe son diplôme à Paris et, en 1981, le Racing Club de Strasbourg le contacte pour prendre la direction de son centre de formation. Il y reste deux saisons avant de devenir entraîneur adjoint à l'AS Cannes de 1983 à 1984. Il obtient son premier poste d'entraîneur principal à l'Association sportive Nancy-Lorraine où, remplaçant Hervé Collot, démissionnaire, il reste jusqu'en 1986. En 1987, il devient entraîneur de l'AS Monaco, remportant le championnat de France dès la première saison. En 1991, il remporte la Coupe de France. Il est cependant licencié en 1994 pour mauvais résultats. Le Japon En 1994, Wenger signe un contrat avec le club Japonais Nagoya Grampus. Il quitte alors la France et déménage au Japon. Quand Wenger arrive, Nagoya a du mal à gagner des matchs, mais il parvient à redresser le club. Il reste 18 mois au Japon, gagnant la Coupe du Japon et finissant deuxième dès sa première saison à Nagoya. L'Angleterre Quand l’entraîneur d’Arsenal, Bruce Rioch est remercié en août 1996, les rumeurs vont bon train sur qui sera le nouveau patron d’Arsenal. Le 28 septembre 1996, Arsenal confirme l’emploi fixe d’Arsène Wenger, et le 1 octobre 1996, Wenger entre officiellement en fonction et devient le premier entraineur étranger des Gunners. Wenger est totalement inconnu en Angleterre, et le journal anglais London Evening Standard souligne ceci en titrant sa une « Arsène Who? ». Arsenal finit troisième au classement dès la première saison de Wenger. En 1998, il conduit Arsenal au doublé coupe-championnat devenant le premier entraîneur non britannique à réaliser un tel exploit. Les saisons suivantes sont marquées par des échecs. Wenger se décide donc d’acheter de nouveaux joueurs. Les transferts les plus importants furent l’achat de Sol Campbell, Fredrik Ljungberg, Robert Pires et Thierry Henry, qui devient au fil des années l'un des tout meilleur joueur de l'histoire d'Arsenal. Ces joueurs mènent Arsenal à de nouveaux triomphes. Lors de la saison 2001-02, Arsenal réussit le doublé pour la deuxième fois avec Wenger. Au terme de la septième saison de Wenger, Arsenal gagne le championnat d’Angleterre tout en restant invaincu pendant toute la saison, performance réalisée une seule fois précédemment par Nottingham Forest. Et encore, cette performance n'avait été réalisée que sur une saison de 22 matches. Or, Arsenal resta invaincu pendant 49 matchs en championnat (toute la saison 2003-04 et une partie de la saison 2004-05 avant de s'incliner 2-0 contre Manchester United lors du 50 match). En 2006, Wenger se voit offrir un « contrat à vie » par David Dein, le vice-président d’Arsenal, qui informe que Wenger se verra proposer un travail dans l’administration d’Arsenal quand il arrêtera son travail d’entraîneur. Pourtant, la démission du vice-président d'Arsenal David Dein en 2007 a alimenté la rumeur du départ d'Arsène Wenger en raison du fort attachement des deux hommes mais l'Alsacien a finalement prolongé son contrat avec Arsenal jusqu'en 2011. S'il applique le contrat jusqu'à son terme, il deviendra alors l'entraîneur détenant le record du nombre de matches dirigés pour Arsenal. Insulté par les supporters de Manchester United lors de la défaite d'Arsenal contre les Red Devils, le 29 août 2009 (1-2), Arsène Wenger a reçu le soutien de Sir Alex Ferguson qui s'est fendu d'une lettre ouverte aux supporters de MU, leur demandant de mettre fin à leurs chants haineux contre son collègue. « Assieds-toi, pédophile ! », avait entonné une frange du public d'Old Trafford, en rapport avec la volonté de Wenger de miser sur la formation de jeunes joueurs talentueux. Le samedi 31 octobre 2009, il atteint un total de 1000 points gagnés en Premier League avec Arsenal. Arsène Wenger est également un contributeur du magazine officiel d'Arsenal (Arsenal Official Magazine), où il exprime notamment son avis sur la forme actuelle de son équipe. Arsène est à ce jour le seul entraîneur à avoir perdu trois finales de Coupe d’Europe dans trois compétitions différentes : d’abord lors de la Coupe des Coupes 1992 avec l’AS Monaco puis lors de la Coupe de l’UEFA de 2000 et de la Ligue des Champions 2006 avec Arsenal.

Jo-Wilfried Tsonga

Jo-Wilfried Tsonga, né le 17 avril 1985 au Mans, en France est un joueur de tennis français, professionnel depuis 2004. Après un début de carrière marqué par de nombreuses blessures, Jo-Wilfried Tsonga fait une percée sur le circuit ATP en 2008 où il atteint la finale de l'open d'Australie. Il remporte son premier titre sur le circuit professionnel à l'open de Thaïlande en septembre 2008, puis le Masters de Paris-Bercy lui donnant accès aux Masters de tennis regroupant les huit meilleurs joueurs de la saison. Vainqueur au cours de sa carrière de huit titres en simple et de quatre titres en double, il a joué également la finale des Masters de tennis à Londres en décembre 2011 et atteint en février 2012 son meilleur classement ATP avec la 5 place mondiale. Biographie Jo-Wilfried Tsonga est le fils d'un ancien handballeur professionnel français d'origine congolaise et d'une mère enseignante, originaire de la Sarthe. Il est le frère aîné du basketteur français Enzo Tsonga, qui a notamment été membre du club Le Mans Sarthe Basket. Carrière sportive Le tennis n'a pas été le seul sport que Jo-Wilfried Tsonga a pratiqué puisque, plus jeune, il a également joué au football dans le club de Savigné-l'Évêque (ville située dans la banlieue du Mans). Il a fait le choix de faire actuellement partie des structures de la Fédération française de tennis4 et est membre du Tennis Club de Paris. Circuit junior Jo-Wilfried Tsonga a démarré sa carrière tennistique au Tennis Club des 3 vallées à Coulaines dans la Sarthe. Il y reste jusqu'à treize ans, âge auquel il est admis au pôle espoir de Poitiers. Il y passe deux ans. Sur cette période, en 1999, il remporta la Copa del Sol au côté de Richard Gasquet, notamment. Sur le circuit junior, Jo-Wilfried Tsonga remporte quatre titres en simple dont l'US Open en 2003 et atteint la même année les demi-finales des trois autres tournois du Grand Chelem. Il obtient ainsi son meilleur classement junior en étant deuxième joueur mondial le 13 octobre 2003. Il décroche également trois titres en double aux côtés de Mathieu Montcourt et Richard Gasquet. 2004 - 2006 En 2004, Jo-Wilfried Tsonga remporte deux Challengers (Togliatti, Nottingham) et un tournoi Future (Lanzarote) et passe de la 395 à la 163 place mondiale au classement ATP. Il débute alors sa collaboration avec Éric Winogradsky comme entraîneur, issu de la Fédération française de tennis. En 2005, malgré deux trophées, l'un en Challenger (León au Mexique), l'autre en Future (Saint-Dizier), ainsi qu'un premier tour perdu contre Andy Roddick à Roland-Garros (3-6, 2-6, 4-6), Jo-Wilfried Tsonga chute au classement, passant de la 165 place à la 338. En 2006, il remonte la pente en remportant un Challenger (Open de Rennes) grâce à une wild card octroyée par les organisateurs du tournoi et trois Futures (Lille, Bath et Bath). Ces résultats lui permettent de finir l'année à la 212 place mondiale. 2007 Lors du début de la saison 2007, Jo-Wilfried Tsonga obtient une wild card pour jouer l'Open d'Australie et rencontre dès le premier tour l'Américain Andy Roddick. Le premier set se conclut par un jeu décisif qu'il remporte 20-18 et qui devient le plus long tie-break de l'histoire du tournoi. Roddick remporte par la suite le match 6-7(18), 7-6(2), 6-3, 6-3. Il remporte quatre tournois Challenger au cours de cette année 2007 (Tallahassee, Mexico, Lanzarote et Surbiton), avant de se qualifier pour le tournoi du Queen's, en juin. Il parvient à battre au deuxième tour Lleyton Hewitt ce qui lui assure de rentrer dans le top 100 pour la première fois ; c'est à cette occasion qu'il inaugure sa façon de célébrer une victoire avec sa « danse des pouces . Il perd au tour suivant contre Marin Čilić. Au tournoi de Wimbledon, où il bénéficie d'une wild card, il passe pour la première fois le premier tour d'un tournoi du Grand Chelem, en battant son compatriote Julien Benneteau. Il gagne les deuxième et troisième tours contre Nicolás Lapentti et Feliciano López mais est stoppé en 1/8 de finale par un autre Français Richard Gasquet, futur demi-finaliste. Son nouveau classement (74) lui permet de participer pour la première fois à l'US Open. Au premier tour, il se défait d'Óscar Hernández (7-5, 6-1, 6-3), puis bat le vétéran Tim Henman au deuxième tour (7-6 (2), 2-6, 7-5, 6-4). Il affronte ensuite Rafael Nadal au troisième tour, et malgré un premier set disputé, l'Espagnol hausse le ton et remporte facilement le match 7-6(3), 6-2, 6-1. Le 28 octobre 2007, Tsonga remporte son premier tournoi ATP en double, au Grand Prix de tennis de Lyon, aux côtés de Sébastien Grosjean. Avec un huitième de finale et un troisième tour en Grand Chelem, l'année 2007 lui permet d'obtenir son meilleur classement en atteignant la 43 place ATP. Il remporte le prix ATP « Révélation de l'Année » (Newcomer of the Year) en 2007.