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This page intentionally left blank THE CRISIS OF LITERATUREIN THE 1790sThis book offers an original study of the debates which arosein the 1790s about the nature and social role of literature.Paul Keen shows how these debates were situated at theintersection of the French Revolution and a more gradual rev-olution in information and literacy reflecting the aspirationsof the professional classes in eighteenth-century England. Heshows these movements converging in hostility to a new classof readers, whom critics saw as dangerously subject to theeffects of seditious writings or the vagaries of literary fashion.The first part of the book concentrates on the dominant argu-ments about the role of literature and the status of theauthor; the second shifts its focus to the debates aboutworking-class activists, radical women authors and the Orien-talists and examines the growth of a Romantic ideologywithin this context of political and cultural turmoil.PAUL KEENis Assistant Professor in the English Departmentat Simon Fraser University, British Columbia. His articlesand reviews have appeared in Mosaic, Irish University Review,British Journal of Eighteenth-Century Studies, The WordsworthCircle, English Studies in Canada and Critical Mass. CAMBRIDGE STUDIES IN ROMANTICISM36THE CRISIS OF LITERATURE IN THE 1790s CAMBRIDGE STUDIES IN ROMANTICISMGeneral editorsProfessor Marilyn Butler Professor James ChandlerUniversity of Oxford University of ChicagoEditorial boardJohn Barrell, University of YorkPaul Hamilton, University of LondonMary Jacobus, Cornell UniversityKenneth Johnston, Indiana UniversityAlan Liu, University of California, Santa BarbaraJerome McGann, University of VirginiaDavid Simpson, University of California, DavisThis series aims to foster the best new work in one of the most challeng-ing fields within English literary studies. From the early 1780stotheearly 1830s a formidable array of talented men and women took to liter-ary composition, not just in poetry, which some of them famously trans-formed, but in many modes of writing. The expansion of publishingcreated new opportunities for writers, and the political stakes of whatthey wrote were raised again by what Wordsworth called those ‘greatnational events’ that were ‘almost daily taking place’: the French Revol-ution, the Napoleonic and American wars, urbanization, industrializ-ation, religious revival, an expanded empire abroad and the reformmovement at home. This was an enormous ambition, even when it pre-tended otherwise. The relations between science, philosophy, religionand literature were reworked in texts such as Frankenstein and BiographiaLiteraria; gender relations in A Vindication of the Rights of Woman and DonJuan; journalism by Cobbett and Hazlitt; peotic form, content and styleby the Lake School and the Cockney School. Outside Shakespeare stud-ies, probably no body of writing has produced such a wealth of responseor done so much to shape the responses of modern criticism. This indeedis the period that saw the emergence of those notions of ‘literature’ andof literary history, especially national literary history, on which modernscholarship in English has been founded.The categories produced by Romanticism have also been challenged byrecent historicist arguments. The task of the series is to engage bothwith a challenging corpus of Romantic writings and with the changingfield of criticism they have helped to shape. As with other literary seriespublished by Cambridge, this one will represent the work of bothyounger and Connecting people for development Why public access ICTs matter Araba Sey, Chris Coward, François Bar, George Sciadas, Chris Rothschild, Lucas Koepke RESEARCH REPORT | 2013 ABOUT THE GLOBAL IMPACT STUDY ABOUT THE AUTHORS ABSTRACT The Global Impact Study of Public Access to Information & Communication Technologies was a five-year project (2007-2012) to generate evidence about the scale, character, and impacts of public access to information and communication technologies (ICTs) Looking at libraries, telecenters, and cybercafés, the study investigated impact in a number of areas, including communications & leisure, culture & language, education, employment & income, governance, and health Araba Sey is a Research Assistant Professor at the University of Washington Information School Dr Sey served as the Research Lead of the Global Impact Study Libraries, telecenters, and cybercafés play a critical role in extending the benefits of information and communication technologies (ICTs) to a diverse range of people worldwide However, their ability to contribute to development agendas has come into question in recent times The Global Impact Study was designed to address this debate by generating evidence about the scale, character, and impacts of public access ICTs in eight countries: Bangladesh, Botswana, Brazil, Chile, Ghana, Lithuania, the Philippines, and South Africa This report summarizes the study’s key findings, situating public access in the context of national development, discussing some disputed issues, and providing recommendations for policymakers, public access practitioners and researchers The results show that a central impact of public access is the promotion of digital inclusion through technology access, information access, and development of ICT skills Both users and non-users report positive impacts in various social and economic areas of their lives Implemented by the University of Washington’s Technology & Social Change Group (TASCHA), the Global Impact Study was part of Investigating the Social & Economic Impact of Public Access to Information & Communication Technologies — a broader CAD$7.9 million research project supported by Canada’s International Development Research Centre (IDRC) and a grant to IDRC from the Bill & Melinda Gates Foundation Managed by IDRC, this project included the Global Impact Study of Public Access to Information & Communication Technologies (this project) and The Amy Mahan Research Fellowship Program, led by Universitat Pompeu Fabra, which aimed to deepen the capacity of emerging scholars with the goal of increasing the quality and quantity of research on public access to ICT produced in developing countries TECHNOLOGY & SOCIAL CHANGE GROUP The Technology & Social Change Group (TASCHA) at the University of Washington Information School explores the design, use, and effects of information and communication technologies in communities facing social and economic challenges With experience in 50 countries, TASCHA brings together a multidisciplinary network of social scientists, engineers, and development practitioners to conduct research, advance knowledge, create public resources, and improve policy and program design Our purpose? To spark innovation and opportunities for those who need it most CONTACT Technology & Social Change Group University of Washington Information School Box 354985 Seattle, WA 98195 Telephone: +1.206.616.9101 Email: tascha@uw.edu Web: tascha.uw.edu Chris Coward is the Principal Scientist and Director of the Technology & Social Change Group Mr Coward served as the Principal Investigator of the Global Impact Study François Bar is an Associate Professor of Communication in the Annenberg School for Communication & Journalism at the University of Southern California Dr Bar served as the Chair of the Global Impact Study Research Working Group George Sciadas has been working on Information Society conceptual frameworks, measurements and analysis for many years at Statistics Canada, the OECD, the UNESCO Institute of Statistics, and IDRC Dr Sciadas was a member of the Global Impact Research Working Group and Chair of the Survey Working Group Chris Rothschild is a Research Analyst for the Technology & Social Change Group Mr Rothschild managed the survey and inventory activities for the Global Impact Study Lucas Koepke is a Data Analyst for the Technology & Social Change Group Mr Koepke conducted statistical analysis for the Global Impact Study CONTRIBUTORS Each of the in-depth study Principal Investigators contributed to this volume: Erwin Alampay, Michael Best, Tyler Blake Davis, Jonathan Donner, Andy Gordon, Beth Kolko, Balaji Parthasarathy, Ricardo Ramirez, and Marion Walton COPYRIGHT, LICENSING, DISCLAIMER Copyright 2013, University of Washington This content is distributed under a Creative Commons Attribution Share-Alike license The views, opinions, and findings expressed by the authors of this document not necessarily state or reflect those of ...Why Johnny Can't Sellby Paul MyersA TalkBiz News ReportCopyright 2009-2010 TalkBiz Digital, LLCYou may distribute this report freely, in PDF format only.You may not make any changes to it. IntroductionThis report is made up of 4 articles that appeared in TalkBiz News, a free email newsletter for online business that I've published since December of 1996. I've edited this to try and take out any references that would only make sense to regular subscribers, but I may have missed some. If so, please forgive the “continuity gaps.”Other than removing those references, very little has been changed from the original articles.Some of you will probably be thinking that a report with information from a year ago is “out of date.” Fear not. This is about selling, not specific technologies. The art of selling is based on human motivations. While the techniques may change, those motivations don't.If you like what you read here, you may want to subscribe to the newsletter this information is from. The link for that is at the end of the report. As is my email address, in case you have any comment.sEnjoy!Paul Myerspaul@talkbiz.comPublisher, TalkBiz News DisclaimerThis report is provided free of charge. While the author has made every effort to provide authoritative information on the subject, we make no guarantees of specific results. Use of this information is at your own risk.There is no intent here to offer advice regarding legal, accounting or other professional services which may be regulated. If you need professional advice for a specific situation, we recommend that you consult a licensed individual who is knowledgeable in the appropriate field.This report is provided for educational purposes only. The Set-UpOne of the topics I keep coming back to in TalkBiz News is the art of selling. The reason for that is simple:Most people can't do it.They don't know how, or they're afraid, or they think it's evil, or they don't think their products are worth the money, or or or .Simple fact: If you don't sell something, you're going to be broke and miserable and have skinny kids.I can't “fix” whatever fears you may have about selling. And if you think it's evil, you've got a whole other set of problems. (Tell your grocer how evil he is next time you hit the checkout counter.) I can help with some of the other challenges people face in sales, though.Understand: This isn't a full-blown sales training course. That's much more than you can cover in a short report like this. However, what you'll find here will go a long way to helping you to sell a lot more. And it will show you one of the things that so many people talk about, but never actually explain: How to create an effective sales process for your online business.Let's get started. "Why You're Not Selling"- alternatively titled -"If You're Doing Okay, You're Not Selling Well"I'm going to tell you a little secret: Even if you have a product out there online, there's better than a 90% chance you have no clue what you're doing at selling.Seriously. Among the people I've met or spoken to, and the sales pages I've seen online, well over 90% demonstrate so little understanding of sales that it's almost embarrassing.Yes, some of them are making money. A few are making really good money, because they hired someone who understands sales to handle their processes. But most are just . well . bad.Really bad .Want an example?http://www.dime-days.com/wpseo/That's the link to the WordPress SEO videos that I posted here a week or so ago. I bought the rights to that product and did very little to change the copy. Fixed some spelling errors, basically. Sách "Why We Recommend Network Marketing" Tại sao anh đề nghị kinh doanh theo mạng? "Có nhiều lợi ích từ nghành công nghiệp kinh doanh mạng lưới mang lại cho những ai muốn nhiều hơn trong cuộc sống của họ" Câu trả lời của Robert: Lần đầu tiên nghe về kinh doanh theo mạng, tôi đã phản đối. Nhưng sau khi đả thông, tôi bắt đầu thấy được những lợi điểm mà ít có cơ hội kinh doanh nào có được. Thành công lâu dài trong cuộc sống là sự phản ánh trình độ, kinh nghiệm sống và cá tính của bạn. Nhiều công ty kinh doanh theo mạng cung cấp huấn luyện phát triển cá nhân trong những mảng chính đó. Hầu hết trường học đào tạo người cho nhóm L(làm công) và T(làm tư) và hẳn là tuyệt rồi nếu đó là những nhóm bạn muốn dành cả đời mình cho nó. Hầu hết các chương trình MBA (Thạc sĩ Quản trị Kinh doanh) đào tạo ra sinh viên cho những nghề lương cao trong thế giới công ty, họ thuộc nhóm (làm công) chứ không phải nhóm C(làm chủ). Vậy nếu bạn đang ở nhóm L và T và muốn thay đổi thì sao? Nếu bạn muốn vào nhóm C thì sao? Bạn tìm được trường đào tạo cho nhóm đó ở đâu? Tôi xin giới thiệu công ty kinh doanh theo mạng. Tôi giới thiệu ngành này cho những ai muốn thay đổi và lĩnh hội được những kỹ năng và tinh thần cần thiết để thành công trong nhóm C. Làm chủ doanh nghiệp và xây dựng một công ty nhóm C không phải dễ. Thực sự, tôi tin rằng xây dựng một công ty nhóm C là một trong những thử thách cam go nhất mà một người có thể gặp. Lý do có nhiều người ở nhóm L và T hơn đơn giản vì những nhóm đó ít đòi hỏi như nhóm C. Người ta cũng nói, "Nếu những nhóm đó ít đòi hỏi như nhóm C. Người ta cũng nói, "Nếu dễ thì ai cũng đa làm rồi!." Bản thân tôi đã phải học làm cách nào để vượt qua sự nghi ngờ chính mình, sự nhút nhát và nỗi lo sợ bị từ chối. Và tôi đã phải học cách tự xốc mình lên và tiến ới sau khi thất bại. Đó là một phần những tính cách mà bạn phải vun xới nếu muốn thành công trong nhóm C, dù đó là công ty kinh doanh theo mạng, nhượng quyền hay khởi đầu một công ty. Một kỹ năng cá nhân quan trọng cho bất kỳ công ty nhóm C nào là sự lãnh đạo. Bạn có thể vượt qua được nỗi lo sợ riêng và giúp người khác vượt qua nỗi sợ của họ để hoàn thành công việc? Đây là kỹ năng mà Thủy quân lục chiến đã dạy tôi. Là lính Thủy quân lục chiến đã dạy tôi. Là lính Thủy quân lục chiến, bắt buộc chúng tôi phải có khả năng lãnh đạo người khác vào chiến trận cho dù tất cả đều sợ chết. Tôi gặp nhiều người ở nhóm T, các chuyên gia hay những chủ doanh nghiệp nhỏ, những người muốn mở rộng nhưng đơn giản là thiếu kỹ năng lãnh đạo hoặc người lãnh đạo không tạo cảm hứng cho nhân viên tự nâng cao mình hơn. Như đã nói, Forbes định nghĩa chủ doanh nghiệp lớn, một chủ công ty thuộc nhóm C, là người quản lý công ty có hơn 500 nhân viên. Định nghĩa này cho thấy tại sao kỹ năng lãnh đạo lại là chuyện sống còn cho nhóm C. Bạn có thể tìm thấy ở đâu một công ty sẽ đầu tư thời gian vào đào tạo kiến thức, phát triển cá nhân và xây dựng chuyện kinh doanh của riêng bạn? Câu trả lời là hầu hết các công ty kinh doanh theo mạng. Xây dựng một công ty nhóm C không phải là nhiệm vụ đơn giản. Vì thế bạn cần hỏi mình, "Mình có những thứ cần thiết? Mình có sãn sàng vượt khỏi vùng an toàn của mình? Mình có sẵn sàng chịu lãnh đạo và sẵn sàng học lãnh đạo? Có chăng một người rất giàu trong mình sẵn sàng bước ra?" Nếu câu trả lời là "Có" thì bạn hãy tìm một công ty kinh doanh theo mạng có chương trình đào tạo tốt. Tôi ít lưu tâm hơn đến sản phẩm và lợi nhuận mà tập trung hơn vào chương trình đào tạo và phát triển cá nhân mà công ty mang lại. Một công ty kinh doanh theo mạng là một công ty nhóm C vì nó đáp ứng nhiều tiêu chí mà tôi tìm kiếm ở một công ty hay một dự án đầu tư. Những tiêu chí đó là: 1. Đòn bẩy: Tôi có thể Public Speaking for Kids! "Tell 'em what you're going to tell, 'em; tell 'em; and then tell 'em what you told 'em." Vocabulary Articulation – The act of producing a speech sound. How your total vocal process works. There are several steps to this entire process. First, you need air from the lungs, your vocal cords in your larynx must be working, your mouth and tongue must be in sync, and you have to make sure that you have got some saliva in your mouth to keep things oiled. Body Language - nonverbal, usually unconscious, communication through the use of postures, gestures, facial expressions etc. Pronunciation – the way a word sounds and is spoken, phonics, the result of producing a sound Variance – the ability to change the pitch, volume, speed etc of your speech to keep your voice interesting Pitch - pitch refers to the highs and lows of your voice. Whatever you do, avoid a monotone! The 5 Organs of Speech • The tongue • The lips • The soft palate • The hard palate • The teeth The Process of writing a speech 1. Things to think about a. Who is your audience? b. What’s the point? - write a focus statement c. Where are you speaking? d. How much time do you have? e. What is the occasion? serious, humorous, business 2. Write a first draft 3. Read aloud, edit and rewrite – use a buddy to help with this 4. The copy you read from should be large font, double spaced, and written with indicators for yourself – stress this point, slow down here, pause etc. 5. Practice! Practice! Practice! The Process of Listening and Evaluating a Speech As a Listener . * Do not judge the person by his or her speech. Be genuine and sincere. * Do not practice or think about your comments while the person is speaking. * While the person is speaking, have a positive regard for the speaker. * Try to understand the speaker from his or her point of view. As an Evaluator? * Share feelings and thoughts with the speaker. * Make "I" statements (e.g., "I think your speech was?" or "I feel you need to?") * Be specific. * Be constructive, not destructive. * Remember that each speaker is unique. * Comment only on the speech - not on the speaker. * Do not project your own biases onto the speech. When offering a critique do not: * Drift off during the speech and then pretend to have all of the right comments. * Try to show-off by listing trivial concerns or to nit-pick. * Make comments directed at speaker's personality. * Don’t let someone "get away" with a flawed speech. Take the personal risk of being honest. Evaluation Worksheet Each of these letters stands for an area of the speech evaluation, each being a critical part of a person's speech. After each letter, you will award a written number on a 1 to 5 scale. "1" is very poor. "2" is okay. "3" is average. "4" is very good. "5" excellent. "D/A" means does not apply to the speech. A= Analysis - how well does the speaker understand the topic? R = Reasoning - is the speech reasonable? Do you believe it? E = Evidence - what was the quality of the support material offered? Did it justify the claim made? O = Organization - did the speech have a clear beginning, body, and ending. Did it "flow?" D = Delivery - overall, how was the delivery? Dl = Relaxed - did the speaker seem relaxed? D2 = Eye contact - was there sufficient eye contact? D3 = Physical Relationship - What was the physical relationship with the audience? Did you feel comfortable with the speaker, or did he or she make you nervous? D4 = Vocal quality - was the rate, tone, pitch and volume appropriate to the subject material? C = Comment - just write down a one or two-sentence comment on anything that struck you as being important. K-2 activity Bring in something for show and tell. Tell the class 3 things about the item you brought in. Practice smiling Genome Biology 2007, 8:R114 comment reviews reports deposited research refereed research interactions information Open Access 2007Makoff and FlomenVolume 8, Issue 6, Article R114 Research Detailed analysis of 15q11-q14 sequence corrects errors and gaps in the public access sequence to fully reveal large segmental duplications at breakpoints for Prader-Willi, Angelman, and inv dup(15) syndromes Andrew J Makoff and Rachel H Flomen Address: Department of Psychological Medicine, King's College London, Institute of Psychiatry, Denmark Hill, London SE5 8AF, UK. Correspondence: Andrew J Makoff. Email: a.makoff@iop.kcl.ac.uk © 2007 Makoff and Flomen; licensee BioMed Central Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Segmental map of the 15q11-q14 region<p>A detailed segmental map of the 15q11-q14 region of the human genome reveals two pairs of large direct repeats in regions associated with Prader-Willi and Angelman syndromes and other repeats that may increase susceptibility to other disorders.</p> Abstract Background: Chromosome 15 contains many segmental duplications, including some at 15q11- q13 that appear to be responsible for the deletions that cause Prader-Willi and Angelman syndromes and for other genomic disorders. The current version of the human genome sequence is incomplete, with seven gaps in the proximal region of 15q, some of which are flanked by duplicated sequence. We have investigated this region by conducting a detailed examination of the sequenced genomic clones in the public database, focusing on clones from the RP11 library that originates from one individual. Results: Our analysis has revealed assembly errors, including contig NT_078094 being in the wrong orientation, and has enabled most of the gaps between contigs to be closed. We have constructed a map in which segmental duplications are no longer interrupted by gaps and which together reveals a complex region. There are two pairs of large direct repeats that are located in regions consistent with the two classes of deletions associated with Prader-Willi and Angelman syndromes. There are also large inverted repeats that account for the formation of the observed supernumerary marker chromosomes containing two copies of the proximal end of 15q and associated with autism spectrum disorders when involving duplications of maternal origin (inv dup[15] syndrome). Conclusion: We have produced a segmental map of 15q11-q14 that reveals several large direct and inverted repeats that are incompletely and inaccurately represented on the current human genome sequence. Some of these repeats are clearly responsible for deletions and duplications in known genomic disorders, whereas some may increase susceptibility to other disorders. Background The proximal end of chromosome 15 contains many segmen- tal duplications and is especially susceptible to genomic rear- rangements and genomic disorders (recurrent disorders that are a consequence of the genomic architecture). Among the most well studied of these are Prader-Willi syndrome (PWS) Published: 15 June 2007 Genome Biology 2007, 8:R114 (doi:10.1186/gb-2007-8-6-r114) Received: 22 December 2006 Revised: 23 April 2007 Accepted: 15 June 2007 The electronic version of this article is the complete one and can be found online at http://genomebiology.com/2007/8/6/R114 R114.2 Genome Biology 2007, Volume 8, Issue 6, Article R114 Makoff and Flomen http://genomebiology.com/2007/8/6/R114 Genome Biology 2007, 8:R114 and Angelman syndrome (AS) syndromes, of which about 75% are caused by interstitial deletions in 15q11-13. Because a cluster of imprinted genes lie in the deleted region, the phe- notype is dependent on the parental origin of the affected chromosome. Deletions on the ... to the public Public access venue: The term public in public access refers to the characteristic of venues that are open to the public and not have restrictions on who can use them Public ... their needs Public ICT access is remarkable for its staying power and lasting significance Is public access to ICTs a substitute or a complement to home access? A large number of public access users... depend on public access for ICTs The evidence shows that former users, and people who have alternatives to public access, also enjoy these benefits Former users indicated that public access had