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This brief paper uses a question-and-answer format to summarize requirements of the Americans with Disabilities Act (ADA) of 1990 related to employment of people with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Questions address the following topics: (1) what is meant by LD and ADHD; (2) eligibility requirements of these conditions under the ADA; (3) the need to provide job accommodations for people with LD and ADHD; (4) examples of appropriate accommodations, such as providing a visually organized environment for the individual with visual perceptual problems, encouraging use of tape recordings or "talking" computers for the individual with reading problems, and providing a private space for employees who are easily distracted; and (5) the role of employers in advancing the employee with LD or ADHD. A listing of six resources is provided. (DB)

This brief paper uses a question-and-answer format to summarize requirements of the Americans with Disabilities Act (ADA) of 1990 related to employment of people with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Questions address the following topics: (1) what is meant by LD and ADHD; (2) eligibility requirements of these conditions under the ADA; (3) the need to provide job accommodations for people with LD and ADHD; (4) examples of appropriate accommodations, such as providing a visually organized environment for the individual with visual perceptual problems, encouraging use of tape recordings or "talking" computers for the individual with reading problems, and providing a private space for employees who are easily distracted; and (5) the role of employers in advancing the employee with LD or ADHD. A listing of six resources is provided. (DB)

This brief paper uses a question-and-answer format to summarize requirements of the Americans with Disabilities Act (ADA) of 1990 related to employment of people with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Questions address the following topics: (1) what is meant by LD and ADHD; (2) eligibility requirements of these conditions under the ADA; (3) the need to provide job accommodations for people with LD and ADHD; (4) examples of appropriate accommodations, such as providing a visually organized environment for the individual with visual perceptual problems, encouraging use of tape recordings or "talking" computers for the individual with reading problems, and providing a private space for employees who are easily distracted; and (5) the role of employers in advancing the employee with LD or ADHD. A listing of six resources is provided. (DB)

This brief paper uses a question-and-answer format to summarize requirements of the Americans with Disabilities Act (ADA) of 1990 related to employment of people with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Questions address the following topics: (1) what is meant by LD and ADHD; (2) eligibility requirements of these conditions under the ADA; (3) the need to provide job accommodations for people with LD and ADHD; (4) examples of appropriate accommodations, such as providing a visually organized environment for the individual with visual perceptual problems, encouraging use of tape recordings or "talking" computers for the individual with reading problems, and providing a private space for employees who are easily distracted; and (5) the role of employers in advancing the employee with LD or ADHD. A listing of six resources is provided. (DB)

This brief paper uses a question-and-answer format to summarize requirements of the Americans with Disabilities Act (ADA) of 1990 related to employment of people with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Questions address the following topics: (1) what is meant by LD and ADHD; (2) eligibility requirements of these conditions under the ADA; (3) the need to provide job accommodations for people with LD and ADHD; (4) examples of appropriate accommodations, such as providing a visually organized environment for the individual with visual perceptual problems, encouraging use of tape recordings or "talking" computers for the individual with reading problems, and providing a private space for employees who are easily distracted; and (5) the role of employers in advancing the employee with LD or ADHD. A listing of six resources is provided. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

Roughly one in five American adults, or approximately 53 million people, live with some type of disability, and their unemployment and poverty rates are nearly double the rates of people without disabilities. Labor force participation for people with disabilities is just 20.2 percent--less than a third of the rate of participation among people without disabilities. However, this is often not by choice. At least two-thirds of people with disabilities are striving to work, whether they are already working and want more hours or are unemployed and looking for work. Many who do find work face limited opportunities and are likely to earn less. For example, a worker with a disability who has a high school diploma earns $6,505 less per year than his or her peers without disabilities. The National Governors Association hosted a learning lab on May 9-10, 2018, in Madison, Wisconsin, titled "Building Inclusive Talent Pipelines for People with Disabilities." Alaska, Arizona, Hawaii, Indiana and Maryland were selected to participate in the learning lab, where they learned about Wisconsin's successes and shared best practices with one another and leading subject matter experts. This paper describes strategies that emerged as best practices in participating states and other states across the country highlighted during the learning lab.

Roughly one in five American adults, or approximately 53 million people, live with some type of disability, and their unemployment and poverty rates are nearly double the rates of people without disabilities. Labor force participation for people with disabilities is just 20.2 percent--less than a third of the rate of participation among people without disabilities. However, this is often not by choice. At least two-thirds of people with disabilities are striving to work, whether they are already working and want more hours or are unemployed and looking for work. Many who do find work face limited opportunities and are likely to earn less. For example, a worker with a disability who has a high school diploma earns $6,505 less per year than his or her peers without disabilities. The National Governors Association hosted a learning lab on May 9-10, 2018, in Madison, Wisconsin, titled "Building Inclusive Talent Pipelines for People with Disabilities." Alaska, Arizona, Hawaii, Indiana and Maryland were selected to participate in the learning lab, where they learned about Wisconsin's successes and shared best practices with one another and leading subject matter experts. This paper describes strategies that emerged as best practices in participating states and other states across the country highlighted during the learning lab.

Roughly one in five American adults, or approximately 53 million people, live with some type of disability, and their unemployment and poverty rates are nearly double the rates of people without disabilities. Labor force participation for people with disabilities is just 20.2 percent--less than a third of the rate of participation among people without disabilities. However, this is often not by choice. At least two-thirds of people with disabilities are striving to work, whether they are already working and want more hours or are unemployed and looking for work. Many who do find work face limited opportunities and are likely to earn less. For example, a worker with a disability who has a high school diploma earns $6,505 less per year than his or her peers without disabilities. The National Governors Association hosted a learning lab on May 9-10, 2018, in Madison, Wisconsin, titled "Building Inclusive Talent Pipelines for People with Disabilities." Alaska, Arizona, Hawaii, Indiana and Maryland were selected to participate in the learning lab, where they learned about Wisconsin's successes and shared best practices with one another and leading subject matter experts. This paper describes strategies that emerged as best practices in participating states and other states across the country highlighted during the learning lab.

1Thaw

By Edward Thomas

LibriVox volunteers bring you 11 recordings of <em>Thaw</em> by Edward Thomas. This was the weekly poetry project for March 1st, 2009.

LibriVox volunteers bring you 13 recordings of <em>When First I Came Here</em> by Edward Thomas. This was the weekly poetry project for July 19th, 2009.

LibriVox volunteers bring you 7 recordings of Adlestrop by Edward Thomas. This was the Weekly Poetry project for September 20th, 2009.

William Griffith Thomas was a pastor, teacher and co-founder of the Dallas Theological Seminary. This book contains nine devotional commentaries on prayers from Paul's letters to the churches at Thessalonica, Colossi and Ephesus. Thomas is theologically conservative. His commentaries both look at the meaning of the text and apply it to the heart. Summary by MaryAnn.

Edith Matilda Thomas (August 12, 1854 – September 13, 1925) was an American poet who "was one of the first poets to capture successfully the excitement of the modern city." This poem taken from the The Little Book of Modern Verse. 1917.; Jessie B. Rittenhouse, ed. (1869–1948) - Summary by Wikipedia

6What The Pine Trees Said

By Edith M. Thomas

Edith Matilda Thomas was an American poet who "was one of the first poets to capture successfully the excitement of the modern city. (Wikipedia)

7Charley's Aunt

By Brandon Thomas

The girlfriends are coming to visit the chaps at college, but of course they can't stay unless there is a proper chaperone. So what could be more reasonable that getting a friend from the Drama Club to dress up and pretend to be Charley's Aunt? Simple and sure to work! What could go wrong? Howsabout the real aunt arriving? This play has been revived and adapted numerous times including as films, a Broadway musical, and even an opera. (NOTE: the script contains an almost overwhelming number of stage directions by the author telling each actor what emotion to show, where to move, and even how to create some of the visual effects. Because the directions give a good idea of the on-stage pandemonium one would see at a production of this farce, I have chosen to leave the directions in this audio performance.) - Summary by ToddHW <BR><BR>Cast list:<BR> STEPHEN SPETTIGUE, Solicitor, Oxford: <a href="https://librivox.org/reader/12500">Foon</a><br> COLONEL SIR FRANCIS CHESNEY, BART., Late Indian Service: <a href="https://librivox.org/reader/8425">Larry Wilson</a><br> JACK CHESNEY, Graduate at St. Olde's College, Oxford: <a href="https://librivox.org/reader/12431">Tom Daley</a><br> CHARLEY WYKEHAM, Graduate at St. Olde's College, Oxford: <a href="https://librivox.org/reader/11905">Wolfgang Bas</a><br> LORD FANCOURT BABBERLEY, Graduate at St. Olde's College, Oxford: <a href="https://librivox.org/reader/10789">Tomas Peter</a><br> BRASSETT, A College Scout: <a href="https://librivox.org/reader/6754">ToddHW</a><br> DONNA-LUCIA D'ALVADOREZ, From Brazil: <a href="https://librivox.org/reader/10179">Sonia</a><br> AMY SPETTIGUE, Spettigue's Niece: <a href="https://librivox.org/reader/10614">Leanne Yau</a><br> KITTY VERDUN, Spettigue's Ward: <a href="https://librivox.org/reader/6281">Beth Thomas</a><br> ELA DELAHAY: <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Stage Directions: <a href="https://librivox.org/reader/11084">Devorah Allen</a><br> Edited by: <a href="https://librivox.org/reader/6754">ToddHW</a>

8Poems by Edward Thomas

By Edward Thomas

Born in 1878, Thomas published his first book when he was 18. Having married while still at university, he supported his family by writing articles and books, some in the form of what we might call slow travel writing, compiled on walks throughout England and Wales. He came to poetry late, encouraged by Robert Frost, and wrote 144 poems between 1914, and 1917 when he was killed, two years after enlisting, and shortly after arriving in France. <br><br> His poetic life coincided with WW1, and though not a war poet, his is the poetry of loss, of life as it would never be again. What is powerful to the English imagination is his depiction of the fragility of the English countryside. This is inseparable from his deep understanding of the longings and regrets of those who would die. Transience and mortality are at the heart of his work. This is true in one of the country’s favourite poems, to be found on this recording: Adlestrop. He is important to other poets in that, at his best, his poetry is quietly, sometimes coldly, conversational, with a slow beat that takes us with him as he thinks through from line to line, and wraps us in his vision of life and the natural world. (Summary by Judith Brennan)

Jātaka tales are ancient Indian folktales that form a part of Buddhist teaching, telling stories of the Buddha’s past lives. Akin to Aesop’s fables, some strikingly similar, they urge the listener to moral behavior and often, more than that, point a way to real insight. - Summary by Scotty Smith

Two fifteen-year-old boys---the younger of whom may have been fourteen---decide to hunt and trap away from home in the north woods of Maine. A true recounting of their adventures can be found here, though the years that passed before the tale was written down may have added a slight bit of exaggeration. Then again, they set out in the winter of 1875 and all that's written could very well be the complete and honest truth! The listener may wish to listen first to Section 18 of this recording---Notes on Maine Animals---as familiarity with these will enhance an understanding of the memoir.

An explanation of the concept of industrial democracy and its relation to capitalism. (Summary by progressingamerica)

12George Sand

By Bertha Thomas

A Victorian Novelist herself, Bertha Thomas presents a biography of the Life of George Sand - Summary by Christine Rottger

A superior Victorian Romance. Full from bow to stern with secret romance, jealousies and confrontations of culture and cultures. This authors' work contain an abundance of charm and engaging dialogue. - Summary by Christine Rottger

This collection celebrates the marigold in verse from the 17th through the 20th centuries. - Summary by Newgatenovelist

In terms of population, in terms of development and in terms of wealth, Victoria boomed in the 1850s and 1860s due to the Gold Rush. Undeniably, the colony had money to burn. Surprise port visits by the Russian corvette Bogatyr and the Confederate warship Shenandoah in the 1860s awakened in Victoria a deep sense of vulnerability, and Victorians set their minds to a new domestic project – a decades long pursuit of security. That effort would ultimately give rise to extensive coastal fortifications, militia and artillery formations both voluntary and professional, sea mines, and a small but not inconsequential naval flotilla whose backbone would be the formidable ironclad H.M.V.S. Cerberus. Not that these efforts were confined to Victoria alone. The not-infrequently perilous straits of the Mother Country as it navigated the treacherous shoals of European politics and global empire provided ample reasons for insomnia. To varying degrees the other states too had constituted forces, and most made a start at acquiring ‘warships’—an assemblage tending more to the ‘dinky’ side than that term might otherwise suggest. But where naval matters were concerned New South Wales made something of a false start, while Queensland and South Australia simply started late. Whether this is because the issue didn’t resonate as much in the other colonies, or whether Victoria simply had larger resources to sink into an inherently (economically) unproductive project is not immediately obvious. Efforts _were_ made in all the colonies, however and joint defence and a federal fleet would be a not insignificant impetus towards Federation. The Australian colonies would largely abandon armaments acquisition with the depression of the 1890s, but the arrival of Theodore Roosevelt’s Great White Fleet in 1908 exercised popular imagination, and the recently federated Commonwealth of Australia set about acquiring a new navy. This new Royal Australian Navy, lead by the battle-cruiser HMAS Australia, steamed into Sydney Harbour for the first time in late 1913. This new institution would be tested far more strenuously than the naval forces of the unfederated colonies ever were. My appreciation to the [url=” https://www.cerberus.com.au/index.html]”Friends of the Cerberus[/url] for their extensive online resources. - Summary by Alister