Verbatim Report Of The Proceedings At A Conference Under The Presidency Of J V Stevens And Addressed By Mr Charles Booth

This book explores the career experiences of Generation A, the half-million individuals with autism spectrum disorder (ASD) who will reach adulthood in the next decade. With Generation A eligible to enter the workforce in unprecedented numbers, research is needed to help individuals, organizations, and educational institutions to work together to create successful work experiences and career outcomes for individuals with ASD. Issues surrounding ASD in the workplace are discussed from individual, organizational, and societal perspectives. This book also examines the stigma of autism and how it may affect the employment and career experiences of individuals with ASD. This timely book provides researchers, practitioners, and employers with empirical data that examines the work and career experiences of individuals with ASD. It offers a framework for organizations committed to hiring individuals with ASD and enhancing their work experiences and career outcomes now and in the future.

Describes a set of mappings which will enable interworking between systems operating the CCITT X.400 (1988) Recommendations on Message Handling Systems / ISO IEC 10021 Message Oriented Text Interchange Systems (MOTIS( [CCITT/ISO88a], and systems using the RFC 822 mail protocol [Crocker82a] or protocols derived from RFC 822. Aims to maximize the services offered across the boundary, whilst not requiring unduly complex mappings. Specifies a mapping between two protocols.

'TRB's Airport Cooperative Research Program (ACRP) Report 54: Resource Manual for Airport In-Terminal Concessions provides guidance on the development and implementation of airport concession programs. The report includes information on the airport concession process; concession goals; potential customers; developing a concession space plan and concession mix; the Airport Concessions Disadvantaged Business Enterprise (ACDBE) program; and concession procurement, contracting, and management practices"--Publisher's description.

The acclaimed investigative reporter and author of Confronting Collapse examines the global forces that led to 9/11 in this provocative exposé. The attacks of September 11, 2001 were accomplished through an amazing orchestration of logistics and personnel. Crossing the Rubicon examines how such a conspiracy was possible through an interdisciplinary analysis of petroleum, geopolitics, narco-traffic, intelligence and militarism—without which 9/11 cannot be understood. In reality, 9/11 and the resulting "War on Terror" are parts of a massive authoritarian response to an emerging economic crisis of unprecedented scale. Peak Oil—the beginning of the end for our industrial civilization—is driving the elites of American power to implement unthinkably draconian measures of repression, warfare and population control. Crossing the Rubicon is more than a story of corruption and greed. It is a map of the perilous terrain through which we are all now making our way.

Reflecting current practices in the teaching of writing, the exercises in this compilation were drawn from the journal "Exercise Exchange." The articles are arranged into six sections: sources for writing; prewriting; modes for writing; writing and reading; language, mechanics, and style; and revising, responding, and evaluating. Among the topics covered in the more than 75 exercises are the following: (1) using the Tarot in the composition class; (2) writing for a real audience; (3) writing and career development; (4) teaching the thesis statement through description; (5) sense exploration and descriptive writing; (6) composition and adult students; (7) free writing; (8) in-class essays; (9) moving from prewriting into composing; (10) writing as thinking; (11) values clarification through writing; (12) persuasive writing; (13) the relationship of subject, writer, and audience; (14) business writing; (15) teaching the research paper; (16) writing in the content areas; (17) writing from literature; (18) responding to literature via inquiry; (19) precision in language usage; (20) grammar instruction; (21) topic sentences; (22) generating paragraphs; (23) writing style; (24) peer evaluation; and (25) writing-course final examinations. (FL)