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Oil and gas supplies are now more than ample to meet the modest increases in demand being experienced around the world. Whether they will be adequate in the longer run—until the end of the century or beyond—is the more interesting question. To skip right to the answer, Exxon expects that they will be. But events over which the oil companies have only limited control, as well as the policies that the United States and other nations subscribe to, will have more than a little to do with this.

The management of individuals with autism spectrum disorders (ASDs) requires a multimodal approach of behavioural, educational and pharmacological treatments. At present, there are no available drugs to treat the core symptoms of ASDs and therefore a wide range of psychotropic medications are used in the management of problems behaviours, co-occurring psychiatric disorders and other associated features. The purpose of this paper is to map the literature on pharmacological treatment in persons with ASD in order to identify those most commonly used, choice criteria, and safety.

A systematic mapping of the recent literature was undertaken on the basis of the following questions: What are the most frequently used psychoactive compounds in ASD? What are the criteria guiding the choice of a specific compound? How effective and safe is every psychoactive drug used in ASD? The literature search was conducted through search engines available on Medline, Medmatrix, NHS Evidence, Web of Science and the Cochrane Library.

Many psychotropic medications have been studied in ASDs, but few have strong evidence to support their use. Most commonly prescribed medications, in order of frequency, are antipsychotics, antidepressants, anticonvulsants and stimulants, many of them without definitive studies guiding their usage. Recent animal studies can be useful models for understanding the common pathogenic pathways leading to ASDs, and have the potential to offer new biologically focused treatment options.

This is a practice review paper applying recent evidence from the literature.

THIS article attempts to summarize the technical development of two‐seater sailplanes during the past thirty years. There is no attempt to contribute anything new to the art, but only to bring together information from various sources. It is also hoped that the data collected will be found useful to designers.

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

Only a day or two ago the Stars and Stripes were floating over the House of Lords and the invigorating “Battle Hymn of the Republic” was sung at St. Paul's in the presence of the King Emperor. The events were unique, and to all Britons happy in prophecy. English librarians have long admired their American brethren and their work; and of late they had read with regret the rather querulous remarks in at least one American library journal about the restrictions on book imports incidental to the blockade, and such phrases as “we have friends in both countries,” which gave the impression that our American friends failed to distinguish between the moral value of right and wrong in this world‐struggle. All this was intensified by the fact that every Briton in his heart believes the American to be of his own household, “to come of the blood,” and the want of understanding which we thought we detected was a particularly bitter thing. Of course this was a superficial view, and many of us realized how great was the sympathy between the English speaking races, and how difficult for the American the interracial problems of his country. Now, however, the air has been clarified, and the English librarian may look upon his American brethren as at one with himself in the struggle to preserve that freedom in the world which pervades the literature of our common language.

This article will attempt to answer the following question: what has been done to prevent corruption and promote a “good government” in Latin America, what are the results and what explains the current situation? After analyzing very different experiences, the following could be stated: (1) there is at least a formal concern for promoting integrity in several countries, but there are problems of diagnosis and formulation; (2) the examples of implementation failures are far too many in Latin America. In any case, the most important factor explaining failures of design and implementation is the presence of a social trap and a political trap. The social trap is expressed by the incoherence of society itself, which demands honesty from Government, but in practice incentivizes corruption by paying bribes, breaching rules, and demanding privileges within the framework of clientelist networks. The political trap emerges from the strong path dependency effect resulting from the consolidation of patronage or clientelist networks.

In this article we propose a multivariate dynamic probit model. Our model can be viewed as a nonlinear VAR model for the latent variables associated with correlated binary time-series data. To estimate it, we implement an exact maximum likelihood approach, hence providing a solution to the problem generally encountered in the formulation of multivariate probit models. Our framework allows us to study the predictive relationships among the binary processes under analysis. Finally, an empirical study of three financial crises is conducted.

The purpose of this paper is to update existing Kauffmann’s NK model to evaluate the manufacturing fitness of strategic business capabilities. The updated model is tested in a digital manufacturing (DM) setting to investigate the sequence for developing cumulative capabilities that can yield the maximum payoff.

The authors develop a grey–DEMATEL–NK fitness model and show its application, through a case study, to a DM firm in India.

The grey–DEMATEL–NK model helps evaluate multiple manufacturing capabilities and indicates that quality–flexibility–cost–delivery is the sequence that yields the maximum manufacturing fitness (competitive payoff) for a DM firm. This sequence helps the firm reorganise its internal business processes and is different from that used to develop cumulative capabilities in a traditional manufacturing setting (quality–delivery–flexibility–cost).

This study presents a pilot model for computing the cumulative capabilities payoff and prescribes a sequence for developing cumulative capabilities within a DM context.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.