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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 Signature Not Verified Ký bởi: HỒ VINH HIỂN Ký ngày: 3/3/2017 13:57:09 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 Public Relations FOR DUMmIES ‰ 2 ND EDITION 01_772720 ffirs.qxp 4/25/06 6:17 PM Page i 01_772720 ffirs.qxp 4/25/06 6:17 PM Page ii by Eric Yaverbaum with Robert Bly and Ilise Benun Foreword by Richard Kirshenbaum Public Relations FOR DUMmIES ‰ 2 ND EDITION 01_772720 ffirs.qxp 4/25/06 6:17 PM Page iii Public Relations For Dummies ® , 2nd Edition Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2006 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permit- ted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. 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Library of Congress Control Number: 2006922427 ISBN-13: 978-0471-77272-9 ISBN-10: 0-471-77272-0 Manufactured in the United States of America 10 9 8 7 6 5 4 3 2 1 2B/RS/QV/QW/IN 01_772720 ffirs.qxp 4/25/06 6:17 PM Page iv About the Authors Eric Yaverbaum: Eric Yaverbaum co-founded Jericho Washington State Auditor’s Office Special Investigation Report Seattle School District No. 1 (Seattle Public Schools) King County Report Date February 23, 2011 Report No. 1005180 Issue Date February 23, 2011 February 23, 2011 Board of Directors Seattle Public Schools Seattle, Washington Report on Governmental Special Investigation Attached is the official report on our special investigation at Seattle Public Schools. The State Auditor’s Office received a report of a suspected loss at the District. The notice of suspected loss was submitted to us under the provisions of RCW 43.09.185 of the Revised Code of Washington. We investigated the suspected loss independently and objectively through interviews and by reviewing relevant documents. This report contains the results of our investigation. Questions about this report should be directed to Audit Manager Carol Ehlinger at (206) 615-0555 or the State Auditor’s Office Fraud Manager Sarah Walker at (509) 454-3621. BRIAN SONNTAG, CGFM STATE AUDITOR cc: John Cerqui, Seattle Public Schools District Attorney Washington State Auditor Brian Sonntag Insurance Building, P.O. Box 40021  Olympia, Washington 98504-0021  (360) 902-0370  TDD Relay (800) 833-6388 FAX (360) 753-0646  http://www.sao.wa.gov Washington State Auditor’s Office 1 Investigation Summary Seattle Public Schools King County 2005 through 2010 EXECUTIVE SUMMARY On June 28, 2010, Seattle Public Schools reported a suspected loss to the State Auditor’s Office related to its small business development program. At the District’s request, we investigated the suspected loss independently and objectively through interviews and by reviewing relevant documents. We commend the District for notifying us in a timely manner and for its outstanding cooperation during the investigation. Results In Brief The District paid $1,519,965.34 for services with a questionable public purpose. The District paid $280,005.25 for services it did not receive and for services that benefitted a private company. Background The District created the Historically Underutilized Business Technical Assistance Program (HUB/TAP) in 2006 to provide training for small businesses. In 2007 the District converted HUB/TAP to the Regional Small Business Development Program (RSBDP) due to a change in state law. The purpose of the RSBDP was to help small businesses in the Puget Sound region overcome barriers to bidding on government contracts. The District operated the RSBDP between September 2007 and September 2010. Small business owners with gross revenues under $1 million qualified for the District's RSBDP, which provided training and technical assistance to participants at no cost. The program was not intended to guarantee contracts or to target preferred contractors for one-on-one assistance. Between 2006 and 2010, the manager of these programs awarded contracts to vendors for services such as outreach, instruction, consulting services, marketing and lobbying. During our investigation, we reviewed payment vouchers and other documentation and determined the District paid for services that were never provided. We also found in some cases that documentation was insufficient to support the charges or show their District-related purpose. For the 2009-2010 school year, the District decreased funding for the program. Without the District’s knowledge, the program manager formed a private company on February 22, 2010, that he named the Regional Small Business Development Program. Although they share a name, the District program and the private company are not associated with [...]... including the Handbook of Public Budgeting, the Handbook of Public Personnel Administration, the Handbook of Public Sector Labor Relations, Politics and Administration, Managing Administration, State and Local Government Administration, the Handbook of Information Resource Management, the Handbook on Human Services Administration, the Handbook of Strategic Management, and Public Budgeting and Finance... of Public Administration, Public Integrity, and Public Administration Quarterly Having published over twenty books, he is the author of Government Financial Management Theory and coauthor of the Public Budgeting Laboratory He is the editor of the Handbook of Debt Management and coeditor of the Handbook of Public Policy Analysis (with Frank Fischer and Mara Sidney), Handbook of Research Methods in Public. .. Review of Public Personnel Administration, Public Personnel Management, and Public Productivity Review His publications also include State and Local Government Debt Issuance and Management Service In addition, he is the coauthor of the State and Local Government Budgeting Practices Handbook and Public Budgeting Laboratory, Second Edition as well as coeditor of the Handbook of Public Personnel Administration,. .. of ce of the President of the United States He also serves as executive editor of the Public Administration and Public Policy Series (Marcel Dekker, Inc.) Dr Rabin received a Ph.D (1972) in political science from the University of Georgia, Athens W Bartley Hildreth is regents distinguished professor of public finance at the Hugo Wall School of Urban and Public Affairs and the W Frank Barton School of. .. for the Certified Public Finance Of cer program of the Government Finance Of cers’ Association, and board member of PFP Publishers His work has been published in numerous journals, such as the Public Administration Review, the American Review of Public Administration, the Public Administration Quarterly, Public Budgeting & Finance, Public Budgeting and Financial Management, the Journal of Applied Behavioral... assumption dealt with the control of official authority in a republic The purpose was to create a limited government, with no of cial able to exercise public authority without approval from representatives of the people and/or the specification of the authority in a constitutional provision Government consisted of a