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Sample records for a-cyclodextrin inclusion compounds

  1. Memory and Perfection in Ferroelastic Inclusion Compounds

    SciTech Connect

    Hollingsworth,M.; Peterson, M.; Rush, J.; Brown, M.; Abel, M.; Black, A.; Dudley, M.; Raghothamachar, B.; Werner-Zwanziger, U.; et al.

    2005-01-01

    In a series of ferroelastic urea inclusion compounds (UICs), in which domain reorientation occurs upon application of an external anisotropic force, introduction of a relaxive impurity that disrupts a specific hydrogen-bonding network transforms a plastic (irreversible) domain-switching process into one that exhibits a striking memory effect and 'rubber-like behavior', a form of pseudoelasticity. As expected for a highly cooperative process, the ferroelastic response to the impurity concentration exhibits a critical threshold. Through synchrotron white-beam X-ray topography (SWBXT) of crystals under stress, videomicroscopy of spontaneous repair during crystal growth, acoustomechanical relaxation of daughter domains, kinetic measurements of spontaneous domain reversion, and solid-state {sup 2}H NMR of labeled guests, this work shows how relaxive impurities lower the barrier to domain switching and how differences in perfection between mother and daughter domains provide the driving force for the memory effects. Although the interfacial effects implicated here are different from the volume effects that operate in certain shape memory materials, the twinning and defect phenomena responsible for the rubber-like behavior and memory effects should be generally applicable to domain switching in ferroelastic and ferroelectric crystals and to other solid-state processes.

  2. In Situ Visualization of the Local Photothermal Effect Produced on α-Cyclodextrin Inclusion Compound Associated with Gold Nanoparticles.

    PubMed

    Silva, Nataly; Muñoz, Camila; Diaz-Marcos, Jordi; Samitier, Josep; Yutronic, Nicolás; Kogan, Marcelo J; Jara, Paul

    2016-12-01

    Evidence of guest migration in α-cyclodextrin-octylamine (α-CD-OA) inclusion compound (IC) generated via plasmonic heating of gold nanoparticles (AuNPs) has been studied. In this report, we demonstrate local effects generated by laser-mediated irradiation of a sample of AuNPs covered with inclusion compounds on surface-derivatized glass under liquid conditions by atomic force microscopy (AFM). Functionalized AuNPs on the glass and covered by the ICs were monitored by recording images by AFM during 5 h of irradiation, and images showed that after irradiation, a drastic decrease in the height of the AuNPs occurred. The absorption spectrum of the irradiated sample showed a hypsochromic shift from 542 to 536 nm, evidence suggesting that much of the population of nanoparticles lost all of the parts of the overlay of ICs due to the plasmonic heat generated by the irradiation. Mass spectrometry matrix-assisted laser desorption/ionization-time-of-flight (MALDI-TOF) performed on a sample containing a collection of drops obtained from the surface of the functionalized glass provided evidence that the irradiation lead to disintegration of the ICs and therefore exit of the octylamine molecule (the guest) from the cyclodextrin cavity (the matrix). Graphical Abstract Atomic Force Microscopy observation of the disintegration of a cyclodextrin inclusion compound by gold nanoparticles photothermal effect. PMID:27053258

  3. Twinning, Epitaxy and Domain Switching in Ferroelastic Inclusion Compounds

    NASA Technical Reports Server (NTRS)

    Hollingsworth, Mark D.; Peterson, Matthew L.

    2003-01-01

    Our research is in the area of solid-state organic chemistry, which lies at the interface between physical organic chemistry and materials science. We use crystalline solids as models to probe fundamental issues about physical processes, molecular interactions and chemical reactions that are important for fabrication, stabilization and application of technological materials. Much of our most recent work has focused on the phenomena of ferroelastic and ferroelectric domain switching, in which application of an external force or electric field to a crystal causes the molecules inside the crystal to reorient, in tandem, to a new orientational state. To better understand and control the domain switching process, we have designed and synthesized over twenty closely related, ferroelastic organic crystals. Our approach has been to use crystalline inclusion compounds, in which one molecule (the guest) is trapped within the crystalline framework of a second molecule (the host). By keeping the host constant and varying the proportions and kinds of guests, it has been possible to tailor these materials so that domain switching is rapid and reversible (which is desirable for high technology applications). Inclusion compounds therefore serve as powerful systems for understanding the specific molecular mechanisms that control domain switching.

  4. A study of Dianin's inclusion compound NMR and energy calculations

    NASA Astrophysics Data System (ADS)

    Zaborowski, Eduardo; Vega, Shimon

    A study of static and dynamic properties of p-xylene and o-xylene guest molecules in Dianin's inclusion compound is presented. Molecular interaction energy calculations were performed to obtain the minimum energy positions and the energy barriers experienced by the guest molecules in the Dianin's cages. Complementary, solid state 2H NMR spectra were measured from partially deuterated guest and host molecules in order to determine the dynamic modes of the guests as a function of the temperature. From the lineshape and spin-lattice relaxation time measurements activation energies and rates for the detected motions are obtained. Agreements between these activation energies and the calculated energy barriers were not found. A correlated motion of the possible dynamic processes of the host and the guest molecules is suggested.

  5. [Study on the inclusion compound of avermectin by infrared spectroscopy].

    PubMed

    Shen, Wen; Zhang, Guang-Hua; Guo, Ning; Li, Yun-Tao

    2014-05-01

    This study was designed to investigate the formation and effect of inclusion complex of Avermectin-beta-cyclodextrin based on the accommodation property of beta-cyclodextrin's molecular cavity. The inclusion complex of Averrnectin-beta-cyclodextrin was prepared using saturated solution method and high performance liquid chromatography (HPLC) was employed to determine its entraping efficiency. The formation of Avermectin-beta-cyclodextrin inclusion complex was also demonstrated by infrared spectroscopy(IR). The change of chemical structure produced by photocatalysis of Abamectin was analyzed and the effect of inclusion complex to strengthen the photolysis stability of Abamectin's chemical structure was studied. The results show that the entraping efficiency of the inclusion complex was 40. 5%. The IR analysis presents that the intermolecular hydrogen bond was formed in the Avermectin-beta-cyclodextrin inclusion complex, indicating the composition effect was different from physical mixture. The lactones structure of Avermectin Bla can be photodecomposed and disrupted. After decomposition, the infrared stretching vibration peak of C-O-C structure disappeared and the lactone bond was significantly broken. The lactones structure of avermectin Bla was covered by the inclusion molecular loci in beta-cyclodextrin after the formation of avermectin-beta-cyclodextrin inclusion complex, providing a good photophobic protection for C-O-C structure in the macrocyclic lactone structure of avermectin Bla and improving the photostability of avermectin Bla molecule. The innovation of this study is that the structure and the characters of the prepared avermectin-beta-cyclodextrin inclusion complex were analyzed using spectrum methods. This inclusion complex is expected to be the ideal intermediate in the construction of protective controlled release formulation of avermectin. PMID:25095407

  6. Specific inclusion mode of guest compounds in the amylose complex analyzed by solid state NMR spectroscopy.

    PubMed

    Tozuka, Yuichi; Takeshita, Aya; Nagae, Ayako; Wongmekiat, Arpansiree; Moribe, Kunikazu; Oguchi, Toshio; Yamamoto, Keiji

    2006-08-01

    The inclusion compound formation between linear amylose of molecular weight 102500 (AS100) and p-aminobenzoic acid (PA) during the sealed-heating process was investigated by powder X-ray diffractometry, infrared spectroscopy and solid state NMR spectroscopy. Sealed-heating of AS100 and PA at 100 degrees C for 6 h provided an inclusion compound with 6(1)-helix structure, while a 7(1)-helix structure was found when sealed-heating was carried out at 150 degrees C for 1 h. The formation of an inclusion compound was not observed when sealed-heating was performed at 50 degrees C for 6 h. The 7(1)-helix inclusion compound maintained its structure even during storage at high temperature while the 6(1)-helix inclusion compound decomposed and returned to the original V(a)-amylose upon heating to 180 degrees C. Quantitative determination revealed that one PA molecule could be included per one helical turn of AS100 for both 6(1)-helix and 7(1)-helix inclusion compounds. Solid state NMR spectroscopy suggested that PA molecules were included in the amylose helix core in the 7(1)-helix inclusion compound, while in the case of 6(1)-helix inclusion compound, PA molecules were accommodated in the interstices between amylose helices. Moreover, the inclusion compound formation by sealed-heating of AS100 was also observed when using PA analogues as guest compounds. The binding ratio of AS100 and PA analogues varied depending on the size of guest molecules. PMID:16880651

  7. [Impact of drug molecules on HP-β-CD compound inclusion].

    PubMed

    Tang, Dan-Dan; Li, Na; Wang, Li-Wen; Zhang, Ji-Fen; Xu, Xiao-Yu

    2014-08-01

    To study the interaction of drugs of different properties, namely puerarin, borneol and catalpol in the process of in- clusion, in order to explore the inclusion regularity of multi-component and multi-property traditional Chinese medicine compound in- clusions. With HP-β-CD as the inclusion material, the freeze-drying method was used to prepare the inclusion. The inclusion between puerarin, borneol and catalpol was tested by measuring the inclusion concentration, DSC and X-ray diffraction. According to the find- ings, when insoluble drugs puerarin and borneol were included simultaneously, and puerarin was overdosed, puerarin included was almost equal to puerarin included, and borneol was not included. When puerarin was under-dosed, and HP-β-CD was overdosed, borne- ol was included, and the simultaneous inclusion was lower than the separate inclusion of borneol. When water-soluble drug catalpol was jointly included with puerarin or borneol, the simultaneous inclusion was almost the same with their separate inclusion, without charac- teristic peak of catalpol in DSC and X-ray diffraction patterns. There is a competition in the simultaneous inclusion between water-solu- ble drugs puerarin and borneol and a stronger competition in puerarin. The water-soluble drug catalpol could be included with HP-β-CD with no impact on the inclusion of puerarin or borneol. PMID:25423828

  8. [Impact of drug molecules on HP-β-CD compound inclusion].

    PubMed

    Tang, Dan-Dan; Li, Na; Wang, Li-Wen; Zhang, Ji-Fen; Xu, Xiao-Yu

    2014-08-01

    To study the interaction of drugs of different properties, namely puerarin, borneol and catalpol in the process of in- clusion, in order to explore the inclusion regularity of multi-component and multi-property traditional Chinese medicine compound in- clusions. With HP-β-CD as the inclusion material, the freeze-drying method was used to prepare the inclusion. The inclusion between puerarin, borneol and catalpol was tested by measuring the inclusion concentration, DSC and X-ray diffraction. According to the find- ings, when insoluble drugs puerarin and borneol were included simultaneously, and puerarin was overdosed, puerarin included was almost equal to puerarin included, and borneol was not included. When puerarin was under-dosed, and HP-β-CD was overdosed, borne- ol was included, and the simultaneous inclusion was lower than the separate inclusion of borneol. When water-soluble drug catalpol was jointly included with puerarin or borneol, the simultaneous inclusion was almost the same with their separate inclusion, without charac- teristic peak of catalpol in DSC and X-ray diffraction patterns. There is a competition in the simultaneous inclusion between water-solu- ble drugs puerarin and borneol and a stronger competition in puerarin. The water-soluble drug catalpol could be included with HP-β-CD with no impact on the inclusion of puerarin or borneol. PMID:25507550

  9. Specific Heat and Nuclear Quadrupole Resonance Study of Thiourea-Hexachloroethane Inclusion Compound

    NASA Astrophysics Data System (ADS)

    Chekhova, G. N.; Goren, S. D.; Krieger, Ju. H.; Linsky, D.; Lusternik, V.; Panich, A. M.; Semenov, A. R.; Voronel, A.

    2000-02-01

    Specific heat and 35Cl nuclear quadrupole resonance (NQR) measurements of the channel thio-urea-hexachloroethane inclusion compound are presented. Experimental NQR data confirm the results of atom-atom potential calculations that the guest sublattice comprises two types of nearly commensurate finite molecular chains, having different structure and separated by domain walls. Specific heat measurements show phase transition near 96 K.

  10. Inclusion.

    ERIC Educational Resources Information Center

    Nathanson, Jeanne H., Ed.

    1992-01-01

    This theme journal issue focuses on current activities of the Office of Special Education and Rehabilitative Services which stress inclusion of students with disabilities in the mainstream. It begins with a message from the Assistant Secretary, Robert R. Davila which examines the full meaning of an "inclusive" education. Next, Barbara Buswell and…

  11. 35Cl NQR study of incommensurate state in thiourea-hexachloroethane inclusion compound

    NASA Astrophysics Data System (ADS)

    Panich, A. M.; Semenov, A. R.; Chekhova, G. N.; Krieger, Ju. H.; Goren, S. D.

    1999-04-01

    A study of the incommensurate phase of the channel thiourea-hexachloroethane inclusion compound by means of 35Cl NQR, in the temperature range from 68 to 88 K, is presented. Hahn echo measurements indicate the slow diffusion-like motion of the modulation wave. This motion is obtained close to the transition temperature Ti˜90 K. At higher temperatures, the NQR spectrum is not observed. We attribute this fact to the reorientational mobility of C 2Cl 6 molecules in the host sublattice, probably accompanied by an order-disorder phase transition.

  12. Compound ultrarefractory CAI-bearing inclusions from CV3 carbonaceous chondrites

    NASA Astrophysics Data System (ADS)

    Ivanova, Marina A.; Krot, Alexander N.; Nagashima, Kazuhide; MacPherson, Glenn J.

    2012-12-01

    Abstract-Two <span class="hlt">compound</span> calcium-aluminum-rich <span class="hlt">inclusions</span> (CAIs), 3N from the oxidized CV chondrite Northwest Africa (NWA) 3118 and 33E from the reduced CV chondrite Efremovka, contain ultrarefractory (UR) <span class="hlt">inclusions</span>. 3N is a forsterite-bearing type B (FoB) CAI that encloses UR <span class="hlt">inclusion</span> 3N-24 composed of Zr,Sc,Y-rich oxides, Y-rich perovskite, and Zr,Sc-rich Al,Ti-diopside. 33E contains a fluffy type A (FTA) CAI and UR CAI 33E-1, surrounded by Wark-Lovering rim layers of spinel, Al-diopside, and forsterite, and a common forsterite-rich accretionary rim. 33E-1 is composed of Zr,Sc,Y-rich oxides, Y-rich perovskite, Zr,Sc,Y-rich pyroxenes (Al,Ti-diopside, Sc-rich pyroxene), and gehlenite. 3N-24's UR oxides and Zr,Sc-rich Al,Ti-diopsides are 16O-poor (Δ17O approximately -2‰ to -5‰). Spinel in 3N-24 and spinel and Al-diopside in the FoB CAI are 16O-rich (Δ17O approximately -23 ± 2‰). 33E-1's UR oxides and Zr,Sc-rich Al,Ti-diopsides are 16O-depleted (Δ17O approximately -2‰ to -5‰) vs. Al,Ti-diopside of the FTA CAI and spinel (Δ17O approximately -23 ± 2‰), and Wark-Lovering rim Al,Ti-diopside (Δ17O approximately -7‰ to -19‰). We infer that the <span class="hlt">inclusions</span> experienced multistage formation in nebular regions with different oxygen-isotope compositions. 3N-24 and 33E-1's precursors formed by evaporation/condensation above 1600 °C. 3N and 33E's precursors formed by condensation and melting (3N only) at significantly lower temperatures. 3N-24 and 3N's precursors aggregated into a <span class="hlt">compound</span> object and experienced partial melting and thermal annealing. 33E-1 and 33E avoided melting prior to and after aggregation. They acquired Wark-Lovering and common forsterite-rich accretionary rims, probably by condensation, followed by thermal annealing. We suggest 3N-24 and 33E-1 originated in a 16O-rich gaseous reservoir and subsequently experienced isotope exchange in a 16O-poor gaseous reservoir. Mechanism and timing of oxygen-isotope exchange remain unclear.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23447940','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23447940"><span id="translatedtitle">Preferential adhesion of silver nanoparticles onto crystal faces of alpha-cyclodextrin/carboxylic acids <span class="hlt">inclusion</span> <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rodríguez-Llamazares, S; Jara, P; Yutronic, N; Noyong, M; Fischler, M; Simon, U</p> <p>2012-12-01</p> <p>Alpha-Cyclodextrin (alpha-CD) <span class="hlt">inclusion</span> <span class="hlt">compounds</span> containing the carboxylic acids (octanoic, decanoic, lauric or dodecanoic, myristic or tetradecanoic, palmitic or hexadecanoic and stearic or octadecanoic) as guests were synthesized and applied for preferential adhesion of silver nanoparticles (AgNPs). The binding affinity depends of the chain length of the respective guest and is most efficient for octanoic and decanoic acids. The immobilization of nanoparticles is caused by the spatial replacing of the stabilized shell of the nanoparticles by COOH groups of the guests molecules, located at the entrance of cavity of alpha-CD, corresponding to the {001} crystal plane. Crystalline coating with nanoparticles provides a means of storing of AgNPs on solids state without aggregation. The stabilization of the particles on the surface is valid for a given length and ordering of the guest in the cavities of the alpha-CD being the octanoic and decanoic acid the most appropriated. PMID:23447940</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26775987','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26775987"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexation of flavour <span class="hlt">compounds</span> by dispersed high-amylose maize starch (HAMS) in an aqueous model system.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yeo, Lihe; Thompson, Donald B; Peterson, Devin G</p> <p>2016-05-15</p> <p>This study investigated how hydrophobicity, solubility and the concentration of flavour <span class="hlt">compounds</span> related to <span class="hlt">inclusion</span> complexation by dispersed native high amylose maize starch (HAMS). The effect of native lipid on flavour retention and the effect of time (one day to one month) on flavour retention and precipitated starch yield was also examined. Flavour-starch complexation was dependent on the flavour <span class="hlt">compound</span> hydrophobicity, the flavour concentration in a dose-dependent manner and also influenced by time (increased during storage). Flavour composition also influenced starch complexation; no flavour complexes were reported with limonene by itself but were observed when added in binary flavour mixtures with menthone or thymol. Furthermore, no difference in flavour retention was observed for native and lipid-free starch dispersions. In summary, flavour <span class="hlt">inclusion</span> complexes with HAMS exhibited cooperativity-type binding behaviour; with a critical ligand concentration needed for a stable physical association between flavour <span class="hlt">compounds</span> and HAMS. PMID:26775987</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015CPL...633..158P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015CPL...633..158P"><span id="translatedtitle">Stability and spatial arrangement of the 2,4-dichlorophenoxyacetic acid and β-cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compound</span>: A theoretical study</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pereira, Robson A.; Anconi, Cleber P. A.; Nascimento, Clebio S.; De Almeida, Wagner B.; Dos Santos, Hélio F.</p> <p>2015-07-01</p> <p>The present letter reports results from a comprehensive theoretical analysis of the <span class="hlt">inclusion</span> process involving 2,4-dichlorophenoxyacetic acid (2,4-D) and β-cyclodextrin (β-CD) for which the experimental data of formation is available. Spatial arrangement and stabilization energies were evaluated in gas phase and aqueous solution through density functional theory (DFT) and through the use of SMD implicit solvation approach. The discussed methodology was applied to predict the stability and identify the most favorable form (deprotonated or neutral) as well as the most probable spatial arrangement of the studied <span class="hlt">inclusion</span> <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AcSpA..70..154D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AcSpA..70..154D"><span id="translatedtitle">Synthesis and spectral investigation of Al(III) catechin/β-cyclodextrin and Al(III) quercetin/β-cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dias, Karina; Nikolaou, Sofia; De Giovani, Wagner F.</p> <p>2008-06-01</p> <p>Al-catechin/β-cyclodextrin and Al-quercetin/β-cyclodextrin (β-CD) <span class="hlt">inclusion</span> <span class="hlt">compounds</span> were synthesized and characterized by IR, UV-vis, 1H and 13C NMR and TG and DTA analyses. Because quercetin is sparingly soluble in water, the stability constants of the Al-quercetin/β-CD and Al-catechin/β-CD <span class="hlt">compounds</span> were determined by phase solubility studies. The A L-type diagrams indicated the formation of 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> and allowed calculation of the stability constants. The thermodynamic parameters were obtained from the dependence of the stability constants on temperature and results indicated that the formation of the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> is an enthalpically driven process. The thermal decomposition of the solid Al-quercetin/β-CD and Al-catechin/β-CD <span class="hlt">inclusion</span> <span class="hlt">compounds</span> took place at different stages, compared with the respective precursors, proving that an <span class="hlt">inclusion</span> complexation process really occurred.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AcSpA..61..135Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AcSpA..61..135Y"><span id="translatedtitle">Preparation and study on the <span class="hlt">inclusion</span> complexes of two tanshinone <span class="hlt">compounds</span> with β-cyclodextrin</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yuexian, Fan; Junfen, Li; Chuan, Dong</p> <p>2005-01-01</p> <p>Solid <span class="hlt">inclusion</span> complexes of two tanshinones (Tans): tanshinone IIA (Tan IIA), tanshinone I (Tan I) with β-cyclodextrin (β-CD) were synthesized by coprecipitation method. The solid <span class="hlt">inclusion</span> complexes were characterized by using several analytical techniques: 1H NMR spectra, IR spectra and thermal analysis. Stoichiometry of the <span class="hlt">inclusion</span> complexes of Tans with β-CD or HP-β-CD is 1:1 which was investigated in solution. The formation constants of the complexes were determined by UV spectrophotometry. For same kind of CD, the stability was in the order: Tan IIA > Tan I; for same guest, the stability was in the order: HP-β-CD > β-CD. The effect of temperature on the <span class="hlt">inclusion</span> interaction was examined and the thermodynamic parameters of <span class="hlt">inclusion</span> process, Δ G, Δ H, Δ S were determined as well. The experimental results indicate that the <span class="hlt">inclusion</span> process was an exothermic and enthalpy-driven process accompanied with a negative entropic contribution. The <span class="hlt">inclusion</span> interaction between CD and Tans satisfied the law of enthalpy-entropy compensation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23523864','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23523864"><span id="translatedtitle">Analysis of the microcrystalline <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of triclosan with β-cyclodextrin and its tris-O-methylated derivative.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramos, Ana I; Braga, Teresa M; Fernandes, José A; Silva, Patrícia; Ribeiro-Claro, Paulo J; Almeida Paz, Filipe A; de Fátima Silva Lopes, Maria; Braga, Susana S</p> <p>2013-06-01</p> <p>Solid 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of triclosan with native and permethylated β-cyclodextrin (β-CD and TRIMEB) were prepared by co-crystallisation and co-evaporation, respectively, and studied by FT-IR and (13)C{(1)H} CP/MAS NMR spectroscopies, thermogravimetric analysis, X-ray diffraction and theoretical calculations. Results showed that triclosan <span class="hlt">inclusion</span> into TRIMEB afforded an amorphous solid, whilst β-CD·triclosan is composed of microcrystals belonging to two different phases. In the phase featuring larger crystals, X-ray diffraction was carried out and the β-CD host units, packing head-to-head in infinite channels, were refined; the geometry for the included but highly disordered triclosan molecules was assessed by theoretical calculations. The bacterial growth inhibitory action of the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> was studied in comparison to that of pure triclosan on Gram-negative (Salmonella, Escherichia) and Gram-positive strains (Bacillus, Listeria, Enterococcus and Staphylococcus) typically associated with human pathologies, and also on environmental bacteria isolated from different soil and water sources. The antimicrobial activities obtained in the present work showed that, of the two CD hosts, TRIMEB brings the most favourable carrier effect: it reduced the toxicity of triclosan against some of the environmental strains and afforded slightly higher action against virulent strains. PMID:23523864</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4273236','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4273236"><span id="translatedtitle">Improving ITC studies of cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span> by global analysis of conventional and non-conventional experiments</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bertaut, Eléonore</p> <p>2014-01-01</p> <p>Summary The study of 1:1 cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span> by isothermal titration calorimetry was explored in a theoretical and experimental point of view to compare the efficiency of conventional and non-conventional experiments. All direct and competitive protocols were described and evaluated in terms of accuracy on both binding constant and <span class="hlt">inclusion</span> enthalpy. Significant improvement in the calorimetric characterization may be obtained by means of the global analysis of non-conventional experiments coupled to the standard titration protocol. While the titration-release approach proved to be the most accurate strategy for classical complexations, the valuable contribution of other non-conventional experiments was demonstrated for issues concerning weak stability, enthalpy, or solubility. PMID:25550724</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3663561','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3663561"><span id="translatedtitle">Polybrominated Dibenzo-p-Dioxins, Dibenzofurans, and Biphenyls: <span class="hlt">Inclusion</span> in the Toxicity Equivalency Factor Concept for Dioxin-Like <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>van den Berg, Martin</p> <p>2013-01-01</p> <p>In 2011, a joint World Health Organization (WHO) and United Nations Environment Programme (UNEP) expert consultation took place, during which the possible <span class="hlt">inclusion</span> of brominated analogues of the dioxin-like <span class="hlt">compounds</span> in the WHO Toxicity Equivalency Factor (TEF) scheme was evaluated. The expert panel concluded that polybrominated dibenzo-p-dioxins (PBDDs), dibenzofurans (PBDFs), and some dioxin-like biphenyls (dl-PBBs) may contribute significantly in daily human background exposure to the total dioxin toxic equivalencies (TEQs). These <span class="hlt">compounds</span> are also commonly found in the aquatic environment. Available data for fish toxicity were evaluated for possible <span class="hlt">inclusion</span> in the WHO-UNEP TEF scheme (van den Berg et al., 1998). Because of the limited database, it was decided not to derive specific WHO-UNEP TEFs for fish, but for ecotoxicological risk assessment, the use of specific relative effect potencies (REPs) from fish embryo assays is recommended. Based on the limited mammalian REP database for these brominated <span class="hlt">compounds</span>, it was concluded that sufficient differentiation from the present TEF values of the chlorinated analogues (van den Berg et al., 2006) was not possible. However, the REPs for PBDDs, PBDFs, and non-ortho dl-PBBs in mammals closely follow those of the chlorinated analogues, at least within one order of magnitude. Therefore, the use of similar interim TEF values for brominated and chlorinated congeners for human risk assessment is recommended, pending more detailed information in the future. PMID:23492812</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li class="active"><span>1</span></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_1 --> <div id="page_2" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="21"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016NRL....11..180S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016NRL....11..180S"><span id="translatedtitle">In Situ Visualization of the Local Photothermal Effect Produced on α-Cyclodextrin <span class="hlt">Inclusion</span> <span class="hlt">Compound</span> Associated with Gold Nanoparticles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Silva, Nataly; Muñoz, Camila; Diaz-Marcos, Jordi; Samitier, Josep; Yutronic, Nicolás; Kogan, Marcelo J.; Jara, Paul</p> <p>2016-04-01</p> <p>Evidence of guest migration in α-cyclodextrin-octylamine (α-CD-OA) <span class="hlt">inclusion</span> <span class="hlt">compound</span> (IC) generated via plasmonic heating of gold nanoparticles (AuNPs) has been studied. In this report, we demonstrate local effects generated by laser-mediated irradiation of a sample of AuNPs covered with <span class="hlt">inclusion</span> <span class="hlt">compounds</span> on surface-derivatized glass under liquid conditions by atomic force microscopy (AFM). Functionalized AuNPs on the glass and covered by the ICs were monitored by recording images by AFM during 5 h of irradiation, and images showed that after irradiation, a drastic decrease in the height of the AuNPs occurred. The absorption spectrum of the irradiated sample showed a hypsochromic shift from 542 to 536 nm, evidence suggesting that much of the population of nanoparticles lost all of the parts of the overlay of ICs due to the plasmonic heat generated by the irradiation. Mass spectrometry matrix-assisted laser desorption/ionization-time-of-flight (MALDI-TOF) performed on a sample containing a collection of drops obtained from the surface of the functionalized glass provided evidence that the irradiation lead to disintegration of the ICs and therefore exit of the octylamine molecule (the guest) from the cyclodextrin cavity (the matrix).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004JMoSt.699....1N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004JMoSt.699....1N"><span id="translatedtitle">Molecular mobility depending on chain length and thermally induced molecular motion of n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nakaoki, Takahiko; Nagano, Hiromasa; Yanagida, Toshinori</p> <p>2004-08-01</p> <p>Solid-state high resolution 13C NMR was used to analyze the end group conformation and molecular mobility of n-alkanes in a urea host as a function of the carbon number of the n-alkane. It was shown that the chemical shift of the inner methylenes could be interpreted by the γ- gauche effect. Of further interest is our finding that the chemical shift of 3-methylene is independent of both chain length and temperature, a result indicating that the torsional rotation of the bond ω 3 between the 4-methylene and 5-methylene carbons is so inhibited that there is little gauche conformation. The chemical shift of the inner methylenes indicated a different tendency between the even- and the odd-numbered n-alkanes. The fact that the signals of the even-numbered n-alkanes were observed at a comparatively more upfield location than those of the odd-numbered ones indicated that the even-numbered n-alkane had a higher molecular mobility and tended to adopt a more gauche conformation. The decomposition temperature obtained by thermal analysis also suggested a difference between the even- and odd-numbered n-alkanes. The decomposition temperature of the even-numbered n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> was a little lower than that of the odd-numbered ones, a disparity corresponding to the higher molecular mobility of the n-alkane in the urea host. The spin-lattice relaxation time ( T1C) increased with increasing chain length for chains with less than the 14 carbon atoms but reached a constant value for all longer chains. This result is completely different from that for the n-alkane crystal, which gave a longer T1C depending on the chain length, and can be explained by a reduced intermolecular interaction between the n-alkane and the urea host. Clearly, T1C measurements can be applied to confirm the formation of <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. However, the different T1C values between the methyl, 2-, 3-, and inner methylene carbons indicates that the n-alkane molecule does not rotate so fast to provide the same molecular motion. When the temperature was raised, the chemical shift of the inner methylene carbons moved upfield due to the γ- gauche effect; this shift correlated with a higher molecular mobility at the chain end.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=208214','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=208214"><span id="translatedtitle">Urea <span class="hlt">Inclusion</span> <span class="hlt">Compound</span>-Based Fractionation for the Eco-Friendly Purification of Ethyl Ferulate in a Bio-Based Sunscreen Product Stream</span></a></p> <p><a target="_blank" href="http://www.ars.usda.gov/services/TekTran.htm">Technology Transfer Automated Retrieval System (TEKTRAN)</a></p> <p></p> <p></p> <p>Urea <span class="hlt">inclusion</span> <span class="hlt">compound</span> (UIC)-based fractionation of free fatty acids (FFA) has been employed for over 50 years on both analytical and preparative scales. This approach, which fractionates lipids, mainly based on their degree of saturation, has potential value as a large-scale and continuous-mode p...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011JMoSt1006..113Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011JMoSt1006..113Y"><span id="translatedtitle">The guest ordering and dynamics in urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> studied by solid-state 1H and 13C MAS NMR spectroscopy</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yang, Xiaorong; Müller, Klaus</p> <p>2011-12-01</p> <p>Urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with different guest species were studied by 13C CP MAS and 1H MAS NMR spectroscopy. It is possible to arrange the asymmetric guest species in three different ways: head-head, head-tail and tail-tail. 13C CP MAS NMR studies indicate that the preference arrangement is determined by the interaction strength of the end functional groups. 13C relaxation experiments are used to study the dynamic properties of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. 13C relaxation studies on urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with n-alkane or decanoic acid show that the 13C T1 and 13C T1ρ values exhibit the position dependence towards the center of the chain, indicating internal chain mobility. The analysis of variable-temperature 13C T1ρ experiments on urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with hexadecane and pentadecane, for the first time, suggests that chain fluctuations and lateral motion of n-alkane guests may contribute to the 13C T1ρ relaxation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000JPCM...12.5765P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000JPCM...12.5765P"><span id="translatedtitle">Chlorine-35 NQR and 1H NMR study of guest structure and dynamics in the thiourea-hexachloroethane <span class="hlt">inclusion</span> <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Panich, A. M.; Krieger, Ju H.; Semenov, A. R.; Goren, S. D.; Chekhova, G. N.</p> <p>2000-07-01</p> <p>Atom-atomic potential calculation of the channel non-stoichiometric thiourea-hexachloroethane <span class="hlt">inclusion</span> <span class="hlt">compound</span> shows that the structure of the guest sublattice comprises two types of finite molecular chain, having different structure and separated by domain walls. In the present paper we present results of 35Cl NQR and 1H NMR measurements of thiourea-hexachloroethane, [2.95(NH2)2CS]C2Cl6, in the temperature range from 7.5 to 90 K, which confirm this model and show the existence of such a state at least below 60 K. Two resonances in the NQR spectra were assigned to the two nearly commensurate regions, while the third resonance, showing an anomalous behaviour, was attributed to the guest molecules in the domain wall. The observed structure results from the different periodicity of the guest and host substructures and shows a difference from conventional continuum models of the incommensurate state. Propagation motion of the domain wall over the channel is discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002APS..MARB33021S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002APS..MARB33021S"><span id="translatedtitle">Phase Structure and Properties of a Biodegradable Block Copolymer Coalesced from It's Crystalline <span class="hlt">Inclusion</span> <span class="hlt">Compound</span> Formed with alpha-Cyclodextrin</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shuai, Xintao; Wei, Min; Probeni, Francis; Bullions, Todd A.; Shin, I. Daniel; Tonelli, Alan E.</p> <p>2002-03-01</p> <p>A well-defined biodegradable block copolymer of poly(epsilon caprolactone) (PCL) and poly(L-lactic acid) (PLLA) was synthesized and characterized and then included as a guest in an <span class="hlt">inclusion</span> <span class="hlt">compound</span> (IC) formed with the host alpha-cyclodextrin (CD). The PCL-b-PLLA block copolymer was subsequently coalesced from it's CD-IC crystals by either treatment with hot water (50 C) or an aqueous amylase solution at 25 C. The coalesced PCL-b-PLLA was examined by FTIR, DSC, TGA, and WAXD and was found to be much more homogeneosly organized, with much less segregation and crystallinity of the PCL and PLLA microphases. The morpholgy, crystallization kinetics, thermal behavior, and biodegradability of the coalesced PCL-b-PLLA block copolymer was studied by comparison to similar observations made on as-synthesized PCL-b-PLLA, PCL and PLLA homopolymers, and their solution-cast blend. The PCL and PLLA blocks are found to be more intimately mixed, with less phase segregation, in the coalesced diblock copolymer, and this leads to homogeneous bulk crystallization, which is not observed for the as-synthesized diblock copolymer. The coalesced PCL-b-PLLA was also found to be more quickly biodegraded (lipase from Rhizopus arrhizus)than the as-synthesized PCL-b-PLLA or the physical blend of PCL and PLLA homopolymers. Overall, the coalescence of the inherently phase segregated diblock copolymer PCL-b-PLLA results in a small amount of compact, chain-extended PCL and PLLA crystals embedded in an amorphous phase, largely consisting of well-mixed PCL and PLLA blocks. Thus, we have demonstrated that it is possible to control the morpholgy of a biodegradable diblock copolymer, thereby significantly modifying it's properties, by coalescence from it's CD-IC crystals.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AtmEn.100...20H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AtmEn.100...20H"><span id="translatedtitle">Volatile organic <span class="hlt">compound</span> flux from manure of cattle fed diets differing in grain processing method and co-product <span class="hlt">inclusion</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hales, Kristin; Parker, David B.; Cole, N. Andy</p> <p>2015-01-01</p> <p>Odor emissions from livestock production have become increasingly important in the past decade. Odors derived from animal feeding operations are caused by odorous VOC emitted from the mixture of feces and urine, as well as feed and silage which may be experiencing microbial fermentation. Distillers grains are a by-product of corn grain fermentation used to produce fuel ethanol, and this industry has grown rapidly throughout the U.S. in past years. Therefore, the use of wet distillers grains with solubles (WDGS) in feedlot cattle diets has also increased. The objective of this research was to determine specific VOC emissions from feces and urine or a mixture of both, from cattle fed steam flaked or dry-rolled corn (DRC)-based diets containing either 0% or 30% WDGS. Flux of dimethyl trisulfide was greater from feces of cattle fed DRC than steam-flaked corn (SFC) diets. No other differences in flux from feces were detected across dietary treatments for phenol, 4-methylphenol, indole, skatole, dimethyl disulfide, and flux of volatile fatty acids (VFA) such as acetic, propionic, isobutyric, butyric, isovaleric, and valeric acids (P > 0.15). Flux of skatole, acetic acid, and valeric acid from urine was greater for cattle fed SFC than DRC diets (P < 0.05). Moreover, dimethyl disulfide flux was greater for cattle fed DRC vs. SFC diets (P = 0.05). When evaluating WDGS <span class="hlt">inclusion</span> in the diet, flux of acetic acid and heptanoic acid from urine was greater when cattle were fed diets containing 0% WDGS than 30% WDGS (P < 0.05). When combining urine and feces in the ratio in which they were excreted from the animal, flux of propionic acid was greater when cattle were fed DRC vs. SFC diets (P = 0.05). Based on these results, the majority of the VOC, VFA, and odor flux from cattle feeding operations is from the urine. Therefore, dietary strategies to reduce odor from cattle feeding facilities should primarily focus on reducing excretion of odorous <span class="hlt">compounds</span> in the urine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4068599','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4068599"><span id="translatedtitle">The Broad-Spectrum Antiviral <span class="hlt">Compound</span> ST-669 Restricts Chlamydial <span class="hlt">Inclusion</span> Development and Bacterial Growth and Localizes to Host Cell Lipid Droplets within Treated Cells</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sandoz, Kelsi M.; Valiant, William G.; Eriksen, Steven G.; Hruby, Dennis E.; Allen, Robert D.</p> <p>2014-01-01</p> <p>Novel broad-spectrum antimicrobials are a critical component of a strategy for combating antibiotic-resistant pathogens. In this study, we explored the activity of the broad-spectrum antiviral <span class="hlt">compound</span> ST-669 for activity against different intracellular bacteria and began a characterization of its mechanism of antimicrobial action. ST-669 inhibits the growth of three different species of chlamydia and the intracellular bacterium Coxiella burnetii in Vero and HeLa cells but not in McCoy (murine) cells. The antichlamydial and anti-C. burnetii activity spectrum was consistent with those observed for tested viruses, suggesting a common mechanism of action. Cycloheximide treatment in the presence of ST-669 abrogated the inhibitory effect, demonstrating that eukaryotic protein synthesis is required for tested activity. Immunofluorescence microscopy demonstrated that different chlamydiae grow atypically in the presence of ST-669, in a manner that suggests the <span class="hlt">compound</span> affects <span class="hlt">inclusion</span> formation and organization. Microscopic analysis of cells treated with a fluorescent derivative of ST-669 demonstrated that the <span class="hlt">compound</span> localized to host cell lipid droplets but not to other organelles or the host cytosol. These results demonstrate that ST-669 affects intracellular growth in a host-cell-dependent manner and interrupts proper development of chlamydial <span class="hlt">inclusions</span>, possibly through a lipid droplet-dependent process. PMID:24777097</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24777097','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24777097"><span id="translatedtitle">The broad-spectrum antiviral <span class="hlt">compound</span> ST-669 restricts chlamydial <span class="hlt">inclusion</span> development and bacterial growth and localizes to host cell lipid droplets within treated cells.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sandoz, Kelsi M; Valiant, William G; Eriksen, Steven G; Hruby, Dennis E; Allen, Robert D; Rockey, Daniel D</p> <p>2014-07-01</p> <p>Novel broad-spectrum antimicrobials are a critical component of a strategy for combating antibiotic-resistant pathogens. In this study, we explored the activity of the broad-spectrum antiviral <span class="hlt">compound</span> ST-669 for activity against different intracellular bacteria and began a characterization of its mechanism of antimicrobial action. ST-669 inhibits the growth of three different species of chlamydia and the intracellular bacterium Coxiella burnetii in Vero and HeLa cells but not in McCoy (murine) cells. The antichlamydial and anti-C. burnetii activity spectrum was consistent with those observed for tested viruses, suggesting a common mechanism of action. Cycloheximide treatment in the presence of ST-669 abrogated the inhibitory effect, demonstrating that eukaryotic protein synthesis is required for tested activity. Immunofluorescence microscopy demonstrated that different chlamydiae grow atypically in the presence of ST-669, in a manner that suggests the <span class="hlt">compound</span> affects <span class="hlt">inclusion</span> formation and organization. Microscopic analysis of cells treated with a fluorescent derivative of ST-669 demonstrated that the <span class="hlt">compound</span> localized to host cell lipid droplets but not to other organelles or the host cytosol. These results demonstrate that ST-669 affects intracellular growth in a host-cell-dependent manner and interrupts proper development of chlamydial <span class="hlt">inclusions</span>, possibly through a lipid droplet-dependent process. PMID:24777097</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008JGRD..113.7303I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008JGRD..113.7303I"><span id="translatedtitle">A relationship between ion balance and the chemical <span class="hlt">compounds</span> of salt <span class="hlt">inclusions</span> found in the Greenland Ice Core Project and Dome Fuji ice cores</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Iizuka, Yoshinori; Horikawa, Shinichiro; Sakurai, Toshimitsu; Johnson, Sigfus; Dahl-Jensen, Dorthe; Steffensen, JøRgen Peder; Hondoh, Takeo</p> <p>2008-04-01</p> <p>We have proposed a method of deducing the chemical <span class="hlt">compounds</span> found in deep polar ice cores by analyzing the balance between six major ions (Cl-, NO3-, SO42-, Na+, Mg2+, and Ca2+). The method is demonstrated for the Holocene and last glacial maximum regions of the Dome Fuji and GRIP ice cores. The dominant <span class="hlt">compounds</span> depend only on the ion balance and the sequence of chemical reactions. In priority order, the principle salts are calcium sulfate, other sulfates, nitrate, chloride, and carbonate. The chemical abundances deduced by this method agree well with the results of Raman spectroscopy on individual salt <span class="hlt">inclusions</span>. The abundances in the ice cores are shown to reflect differences in climatic periods (the acidic environment of the Holocene versus the reductive environment of the last glacial maximum) and regional conditions (the marine environment of Antarctica versus the continental environment of Greenland).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/17002832','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/17002832"><span id="translatedtitle">Use of artificial neural networks in near-infrared reflectance spectroscopy calibrations for predicting the <span class="hlt">inclusion</span> percentages of wheat and sunflower meal in <span class="hlt">compound</span> feedingstuffs.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pérez-Marín, D; Garrido-Varo, A; Guerrero, J E; Gutiérrez-Estrada, J C</p> <p>2006-09-01</p> <p>The use of near-infrared reflectance spectroscopy (NIRS) calibrations to predict the ingredient composition in <span class="hlt">compound</span> feeds (i.e., <span class="hlt">inclusion</span> percentage of each ingredient) is a complex task, regarding both the nature of the parameters to be predicted, since they are not well-defined chemical entities, and the heterogeneousness of the matrices/formulas in which each ingredient participates. The present paper evaluates the use of nonlinear regression methods, such as artificial neural networks (ANN), for developing NIRS calibrations to predict these parameters. Two of the most representative ingredients in the Spanish <span class="hlt">compound</span> feed formulations (wheat and sunflower meal) were selected for evaluating ANN possibilities, using a large spectral library comprising a total of 7523 commercial <span class="hlt">compound</span> feed samples; 7423 were used as training set and 100 as validation set. Three general models of networks were studied: multilayer perceptron with back-propagation training (BP), multilayer perceptron with Levenberg-Maquartd training (LM), and radial basis function nets (RBF); moreover, in accordance with a factorial design, more complex architectures were evaluated gradually, changing the number of hidden layers and hidden neurons, for the determination of the optimal network topology. For both ingredients, the best results were obtained using ANN with BP training, showing prediction error values (SEP) of 2.72% and 0.66% for wheat and sunflower meal, respectively. These SEP values showed a significant improvement (19%-49% for sunflower meal and wheat, respectively) in comparison with those obtained using calibrations developed with linear methods. PMID:17002832</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015M%26PS...50.1512I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015M%26PS...50.1512I"><span id="translatedtitle">A <span class="hlt">compound</span> Ca-, Al-rich <span class="hlt">inclusion</span> from CV3 chondrite Northwest Africa 3118: Implications for understanding processes during CAI formation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ivanova, Marina A.; Lorenz, Cyril A.; Krot, Alexander N.; MacPherson, Glenn J.</p> <p>2015-09-01</p> <p>A calcium-aluminum-rich <span class="hlt">inclusion</span> 3N from the Northwest Africa (NWA) 3118 CV3 carbonaceous chondrite is a unique cm-sized <span class="hlt">compound</span> object, primarily a forsterite-bearing type B (FoB) CAI, that encloses at least 26 smaller CAIs of different types, including compact type A (CTA), B, C, and an ultra-refractory <span class="hlt">inclusion</span>. Relative to typical type A and B CAIs found elsewhere, the bulk compositions of the types A and B CAIs within 3N more closely match the bulk compositions predicted by equilibrium condensation of a gas of solar composition. Being trapped within the FoB melt may have protected them from melt evaporation that affected most "stand-alone" CAIs. 3N originated either as an aggregate of many smaller (mostly types A, B, C) CAIs plus accreted Fo-bearing material (like an amoeboid olivine aggregate) which experienced partial melting of the whole, or else as a FoB melt droplet that collided with and trapped many smaller solid CAIs. In the former case, 3N recorded the earliest accretion of pebble-sized bodies known. In the latter case, the presence of a large number of individual refractory <span class="hlt">inclusions</span> within 3N suggests a very high local density of refractory solids in the immediate region of the host CAI during the brief time while it was melted. Collisions would have occurred on time scales of hours at most, assuming a melt solidification interval for the host CAI of 300-400 °C (maximum) and a cooling rate of ~10 °C/h.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003JMoSt.644...49L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003JMoSt.644...49L"><span id="translatedtitle"><span class="hlt">Inclusion</span> <span class="hlt">compounds</span> between α-, β- and γ-cyclodextrins: iron II lactate: a theoretical and experimental study using diffusion coefficients and molecular mechanics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Leite, Rosiley A.; Lino, Antonio C. S.; Takahata, Yuji</p> <p>2003-01-01</p> <p>The <span class="hlt">inclusion</span> <span class="hlt">compounds</span> between iron II lactate and three different cyclodextrins (CDs) were studied by means of experimental and theoretical data. The importance of iron II in the human metabolism effort the necessity of a minimum concentration to the human life. Malnutrition is one great problem in social politics of many countries on the world. The possibility to the development of novel medicines with the iron II species stable look for an increase on the efficiency for this kind of aid. Kinetics measurements confirm the possibility to stop the oxidation reaction. It was the first indication of efficient molecular encapsulation. Diffusion coefficient measurements were carried out by Taylor-Aris diffusion technique. The decrease of diffusion coefficients measured for iron II lactate when alone and forming the <span class="hlt">inclusion</span> complexes was obtained for all hosts molecules used. Molecular Mechanics calculations were performed to elucidate the perfect arrange of iron II lactate inside CDs cavity. No great differences were obtained to the binding energy for the different hosts. Using the software HyperChem6.03v MM+, AMBER94 and OPLS Forced Fields for iron atom in two chemical environments (a) vacuum and (b) with addition of 250 water molecules (MM+). The solvent treatment was decisive to the order of stability. This order was β-CD>γ-CD>α-CD, the same order of solubility in water. The results contained in this work confirm the possibility to protect iron II lactate against oxidation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JMoSt1058..259W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JMoSt1058..259W"><span id="translatedtitle">Growth characteristic, guest distribution, guest ordering and the stability of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with 1-decene, n-decane and mixture of 1-decene and n-decane</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wang, Yan; Ge, Xihui; Zhang, Minqing; Zhu, Huaigong; Zhang, Zijian; Wang, Ming</p> <p>2014-01-01</p> <p>Growth characteristics of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with 1-decene, n-decane and mixture of 1-decene and n-decane (relative mass ratio = 1:1) were studied by CCD high-speed Camera. The present studies show that the speed of UICs growth in tunnel direction is faster than in vertical direction and the length of UICs with 1-decene is shorter than UICs with n-decane, and the length of UICs with mixture is between them due to the influence of the vinyl in 1-decene. The value of R = I(CH2)/I(CH3) and M = I(CHCH2)/I(CH3) in FTIR spectrum of UICs increasing with growth time demonstrates that urea prefers to include n-decane than 1-decene. 13C CP/MAS NMR studies of UICs indicate that the arrangement of 1-decene in UICs is CH3⋯CH3 and CHCH2⋯CH2CH. The arrangement of 1-decene in UICs leads to short chain of UICs with 1-decene in tunnel direction. The 13C CP/MAS NMR spectra of UICs with MIX reveal that there are three different types of arrangement: CH3⋯CH3, CHCH2⋯CH3 and CHCH2⋯CH2CH. The methods of FTIR and DSC were used to test the stability of UICs with different guests. The result shows that UICs with n-decane are stable than UICs with 1-decene. And the stability of UICs with mixture is in the middle.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED367077.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED367077.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schrag, Judy; Burnette, Jane</p> <p>1994-01-01</p> <p>This review of five recent (1992 and 1993) books and journal articles is intended to illuminate characteristics of <span class="hlt">inclusive</span> schools. The review defines <span class="hlt">inclusion</span> as more than merely regular class placement for students with disabilities, to include a philosophy which celebrates diversity and the provision of a continuum of educational options.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22985203','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22985203"><span id="translatedtitle">Enhanced mineralization of diuron using <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based bioremediation technology.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Villaverde, Jaime; Posada-Baquero, Rosa; Rubio-Bellido, Marina; Laiz, Leonila; Saiz-Jimenez, Cesareo; Sanchez-Trujillo, María A; Morillo, Esmeralda</p> <p>2012-10-10</p> <p>The phenylurea herbicide diuron [N-(3,4-dichlorophenyl)-N,N-dimethylurea] is widely used in a broad range of herbicide formulations and, consequently, it is frequently detected as a major soil and water contaminant in areas where there is extensive use. Diuron has the unfortunate combination of being strongly adsorbed by soil organic matter particles and, hence, slowly degraded in the environment due to its reduced bioavailability. N-Phenylurea herbicides seem to be biodegraded in soil, but it must be kept in mind that this biotic or abiotic degradation could lead to accumulation of very toxic derived <span class="hlt">compounds</span>, such as 3,4-dichloroaniline. Research was conducted to find procedures that might result in an increase in the bioavailability of diuron in contaminated soils, through solubility enhancement. For this purpose a double system composed of hydroxypropyl-β-cyclodextrin (HPBCD), which is capable of forming <span class="hlt">inclusion</span> complexes in solution, and a two-member bacterial consortium formed by the diuron-degrading Arthrobacter sulfonivorans (Arthrobacter sp. N2) and the linuron-degrading Variovorax soli (Variovorax sp. SRS16) was used. This consortium can achieve a complete biodegradation of diuron to CO2 with regard to that observed in the absence of the CD solution, where only a 45% biodegradation was observed. The cyclodextrin-based bioremediation technology here described shows for the first time an almost complete mineralization of diuron in a soil system, in contrast to previous incomplete mineralization based on single or consortium bacterial degradation. PMID:22985203</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/786498','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/786498"><span id="translatedtitle"><span class="hlt">Inclusive</span> Scattering</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Ingo Sick</p> <p>2000-12-31</p> <p>We discuss the understanding of quasi-elastic <span class="hlt">inclusive</span> electron-nucleus scattering. Particular emphasis is placed on the scaling property of the data, the status of the Coulomb sum rule and the puzzle of the excess transverse strength.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23911930','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23911930"><span id="translatedtitle">Effect of the <span class="hlt">inclusion</span> of chestnut in the finishing diet on volatile <span class="hlt">compounds</span> during the manufacture of dry-cured "Lacón" from Celta pig breed.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lorenzo, José M; Franco, Daniel; Carballo, Javier</p> <p>2014-01-01</p> <p>The effect of the finishing diet on the volatile <span class="hlt">compounds</span> throughout the manufacture of dry-cured "lacón" (a Spanish traditional meat product), from the Celta pig breed was studied. Thirty-six pigs were separated into three groups according to the type of feeding during the finish-fattening period of three months (concentrate, mixed diet and chestnut). From the pigs of each diet, four batches of dry-cured "lacón" were manufactured. From each batch, samples of fresh meat, meat after salting, after post-salting, and after 14, 28, 56 and 84 days of drying-ripening were taken. Volatiles were extracted by a purge-and-trap method and analyzed by gas chromatographic/mass spectrometry (GC/MS). Seventy-six volatile <span class="hlt">compounds</span> were identified and quantified from dry-cured "lacón" samples in pigs finished with chestnut, eighty-two for concentrate fed pigs and eighty in pigs fed with the mixed diet. The number of identified volatile <span class="hlt">compounds</span> increased during the manufacturing process; at 84 days of drying-ripening, in the dry-cured "lacón" samples from pigs finished with concentrate, mixed diet and chestnut, 54, 58 and 62 volatile <span class="hlt">compounds</span> were detected, respectively. The most abundant group of flavour <span class="hlt">compounds</span> at the end of the manufacturing process was hydrocarbons in the three feeding systems, followed by aldehydes, ketones and alcohols. Discriminant analysis selected six variables (dodecane, butadienol, pentenol, 2-pentenal, decen-3-ona and pyridine-2-methyl) and calculated two discriminating functions which allowed verification of chestnut in the finishing diet. PMID:23911930</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26220650','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26220650"><span id="translatedtitle">Development of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based aqueous cyclosporin A eye drop formulations.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jóhannsdóttir, Sunna; Jansook, Phatsawee; Stefánsson, Einar; Loftsson, Thorsteinn</p> <p>2015-09-30</p> <p>Cyclosporin A (CyA) is a lipophilic, cyclic polypeptide drug with anti-inflammatory properties. It is used in topical treatment of dry eyes and is now commercially available in oil based surfactant containing eye drops. Surfactants can irritate the eye surface causing burning, itching and irritation of the conjunctiva, and oil-based drops can result in blurred vision. Thus, the aim of this study was to develop surfactant free aqueous 0.05% (w/v) CyA eye drops where the drug is present in an aqueous vehicle containing Cy<span class="hlt">A/cyclodextrin</span> (CyA/CD) nanoparticles. The effects of the natural α-, β- and γ-cyclodextrins (αCD, βCD and γCD), as well as of the water soluble hydroxypropyl derivatives of γCD and αCD (HPγCD, HPαCD) and randomly methylated βCD (RMβCD), were determined in pure water. αCD had the best solubilizing effect increasing the solubility of CyA above 0.05% upon addition of only 5% (w/v) αCD. γCD did not have as good solubilizing effect but was tested further due to its superior ability to form nanoparticles and its favorable toxicological profile. Seven eye drop formulations were prepared and tested. All contained 0.05% (w/v) CyA in addition to polyvinyl alcohol, benzalkonium chloride, disodium edetate and various amounts of CD (αCD, γCD and mixtures thereof). When the formulation contained only αCD most of the drug was dissolved but some small aggregates were formed with hydrodynamic diameter of about 6 and 155 nm. When the formulation contained only γCD negligible CyA/CD complexation occurred with most of the drug present as solid CyA particles. When the formulation contained a mixture of αCD and γCD, where αCD concentration was at least 3% (w/v), the entire drug content was dissolved in the media under formation of relatively large (100-2000 nm) CyA/CD nanoparticles. αCD solubilized the drug while γCD enhanced nanoparticle formation. The effect of polyvinyl alcohol, benzalkonium chloride and disodium edetate on the nanoparticle formation was also investigated and shown to have positive effect on the aggregate formation. PMID:26220650</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26942426','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26942426"><span id="translatedtitle">Ab initio X-ray structural characterization of an <span class="hlt">inclusion</span> <span class="hlt">compound</span> with a compositionally disordered chiral guest: no prior knowledge of the crystal composition.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Guzei, Ilia A; Miles, Kelsey C</p> <p>2016-03-01</p> <p>The crystal structure and absolute configuration of a molecular host/guest/impurity <span class="hlt">inclusion</span> complex were established unequivocally in spite of our having no prior knowledge of its chemical composition. The host (4R,5R)-4,5-bis(hydroxydiphenylmethyl)-2,2-dimethyl-1,3-dioxolane, (I), displays expected conformational features. The crystal-disordered chiral guest 4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one, (II), is present in the crystal 85.1?(4)% of the time. It shares a common site with 4a-hydroperoxymethyl-4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one, (III), present 14.9?(4)% of the time, which is the product of autoxidation of (II). This minor peroxide impurity was isolated, and the results of nuclear magnetic resonance, mass spectrometry, and X-ray fluorescence studies are consistent with the proposed structure of (III). The complete structure was therefore determined to be (4R,5R)-4,5-bis(hydroxydiphenylmethyl)-2,2-dimethyl-1,3-dioxolane-4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one-4a-hydroperoxymethyl-4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one (1/0.85/0.15), C31H30O40.85C10H14O0.15C10H14O3, (IV). There are host-host, host-guest, and host-impurity hydrogen-bonding interactions of types S and D in the solid state. We believe that the crystals of (IV) were originally prepared to establish the chirality of the guest (II) by means of X-ray diffraction analysis of host/guest crystals obtained in the course of chiral resolution during cocrystallization of (II) with (I). In spite of the absence of `heavy' elements, the absolute configurations of all anomeric centres in the structure are assigned as R based on resonant scattering effects. PMID:26942426</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_2 --> <div id="page_3" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="41"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/22415351','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/22415351"><span id="translatedtitle">Fully quantal calculation of H{sub 2} translation-rotation states in the (p-H{sub 2}){sub 2}@5{sup 12}6{sup 4} clathrate hydrate <span class="hlt">inclusion</span> <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Felker, Peter M.</p> <p>2014-11-14</p> <p>The quantal translation-rotation (TR) states of the (p-H{sub 2}){sub 2}@5{sup 12}6{sup 4} clathrate hydrate <span class="hlt">inclusion</span> <span class="hlt">compound</span> have been computed. The ten-dimensional problem (in the rigid-cage and rigid-H{sub 2} approximation) is solved by first approximating the H{sub 2} moieties as spherically symmetric and solving for their 6D translational eigenstates. These are then combined with H{sub 2} free rotational states in a product basis that is used to diagonalize the full TR hamiltonian. The computed low-energy eigenstates have translational components that are essentially identical to the 6D translational eigenstates and rotational components that are 99.9% composed of rotationally unexcited H{sub 2} moieties. In other words, TR coupling is minimal for the low-energy states of the species. The low-energy level structure is found to be substantially more congested than that of the more tightly packed (p-H{sub 2}){sub 4}@5{sup 12}6{sup 4} clathrate species. The level structure is also shown to be understandable in terms of a model of (H{sub 2}){sub 2} as a semirigid diatomic species consisting of two spherically symmetric H{sub 2} pseudo-atoms.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gallery&pg=4&id=EJ862842','ERIC'); return false;" href="http://eric.ed.gov/?q=gallery&pg=4&id=EJ862842"><span id="translatedtitle"><span class="hlt">Inclusion</span> and Museums: Developing <span class="hlt">Inclusive</span> Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shepherd, Hannah</p> <p>2009-01-01</p> <p>Recent policy on <span class="hlt">inclusion</span> has had an impact on the development of museum galleries and related educational provision. Museums are used as learning organisations and, as such, need to consider how to create an <span class="hlt">inclusive</span> environment. However, <span class="hlt">inclusive</span> provision for people with learning difficulties in museums tends to be isolated and small scale,</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ950538','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ950538"><span id="translatedtitle">Limits to <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hansen, Janne Hedegaard</p> <p>2012-01-01</p> <p>In this article, I will argue that a theoretical identification of the limit to <span class="hlt">inclusion</span> is needed in the conceptual identification of <span class="hlt">inclusion</span>. On the one hand, <span class="hlt">inclusion</span> is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that <span class="hlt">inclusion</span> has a limit in the pedagogical practice. However,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/9682490','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/9682490"><span id="translatedtitle">Cloning and sequencing of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> glycosyltransferase gene from Brevibacillus brevis CD162 and its expression in Escherichia coli.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kim, M H; Sohn, C B; Oh, T K</p> <p>1998-07-15</p> <p><span class="hlt">A</span> <span class="hlt">cyclodextrin</span> glycosyltransferase (CGTase) gene of Brevibacillus brevis CD162 was cloned into Escherichia coli using pUC19 as a vector. Determination of the nucleotide sequence showed the presence of an open reading frame of 2079 bp encoding a polypeptide of 693 amino acid residues, composed of a 20-amino acid signal sequence and a 673-amino acid mature enzyme. Neither a TATA- nor a TTGA-like sequence was observed within the cloned DNA fragment. However, the fragment was expressed in Escherichia coli by the lac promoter of pUC19 and 74% of the total activity was secreted into the fermentation medium. The amino acid sequence of the mature CGTase showed the highest homology of 86% to that of Bacillus sp. KC201. The CGTase purified to homogeneity from the recombinant E. coli exhibited the same properties as those of native CGTase from Brevibacillus brevis CD162 in terms of molecular mass, reaction conditions, stability and the production of cyclodextrins. PMID:9682490</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/879593','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/879593"><span id="translatedtitle">Chemical Microsensors For Detection Of Explosives And Chemical Warfare Agents</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Yang, Xiaoguang; Swanson, Basil I.</p> <p>2001-11-13</p> <p>An article of manufacture is provided including a substrate having an oxide surface layer and a layer of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative chemically bonded to said substrate, said layer of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative adapted for the <span class="hlt">inclusion</span> of selected <span class="hlt">compounds</span>, e.g., nitro-containing organic <span class="hlt">compounds</span>, therewith. Such an article can be a chemical microsensor capable of detecting a resultant mass change from <span class="hlt">inclusion</span> of the nitro-containing organic <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1154921','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1154921"><span id="translatedtitle">Fluid <span class="hlt">Inclusion</span> Gas Analysis</span></a></p> <p><a target="_blank" href="http://www.osti.gov/dataexplorer">DOE Data Explorer</a></p> <p>Dilley, Lorie</p> <p>2013-01-01</p> <p>Fluid <span class="hlt">inclusion</span> gas analysis for wells in various geothermal areas. Analyses used in developing fluid <span class="hlt">inclusion</span> stratigraphy for wells and defining fluids across the geothermal fields. Each sample has mass spectrum counts for 180 chemical species.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ninds.nih.gov/disorders/inclusion_body_myositis/inclusion_body_myositis.htm','NIH-MEDLINEPLUS'); return false;" href="http://www.ninds.nih.gov/disorders/inclusion_body_myositis/inclusion_body_myositis.htm"><span id="translatedtitle"><span class="hlt">Inclusion</span> Body Myositis</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... What is <span class="hlt">Inclusion</span> Body Myositis? <span class="hlt">Inclusion</span> body myositis (IBM) is one of a group of muscle diseases ... muscle weakness. The onset of muscle weakness in IBM is generally gradual (over months or years) and ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED517057.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED517057.pdf"><span id="translatedtitle">Towards <span class="hlt">Inclusive</span> Schooling</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gafoor, K. Abdul</p> <p>2010-01-01</p> <p>Social <span class="hlt">inclusion</span> is the process that will enable every person in society to participate in normal activities of societies they live in, including education, employment, public services and social recreational activities. For the development of an <span class="hlt">inclusive</span> society, preparation of younger generation also needs to be <span class="hlt">inclusive</span>. Our schools must…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=6&id=ED563733','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=6&id=ED563733"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Middle Tennessee</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Salter, Derrick; Ashley, Mandi; Hayes, Brandalyn</p> <p>2013-01-01</p> <p>The overall purpose of this study was to provide school districts within Tennessee with more research about how weekly hours of <span class="hlt">inclusion</span> impact student achievement. Specifically, researchers examined which models of <span class="hlt">inclusion</span> were in use in two school districts in Tennessee, administrators' and teachers' perceptions of <span class="hlt">inclusion</span>, and whether or…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70009796','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70009796"><span id="translatedtitle">Antiferromagnetic <span class="hlt">inclusions</span> in lunar glass</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Thorpe, A.N.; Senftle, F.E.; Briggs, Charles; Alexander, Corrine</p> <p>1974-01-01</p> <p>The magnetic susceptibility of 11 glass spherules from the Apollo 15, 16, and 17 fines and two specimens of a relatively large glass spherical shell were studied as a function of temperature from room temperature to liquid helium temperatures. All but one specimen showed the presence of antiferromagnetic <span class="hlt">inclusions</span>. Closely spaced temperature measurements of the magnetic susceptibility below 77 K on five of the specimens showed antiferromagnetic temperature transitions (Ne??el transitions). With the exception of ilmenite in one specimen, these transitions did not correspond to any transitions in known antiferromagnetic <span class="hlt">compounds</span>. ?? 1974.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ1025166','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ1025166"><span id="translatedtitle">Understanding <span class="hlt">Inclusion</span> in Cyprus</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mamas, Christoforos</p> <p>2013-01-01</p> <p>This paper provides a framework for understanding <span class="hlt">inclusion</span> in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of <span class="hlt">inclusion</span>, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=NI&pg=6&id=EJ764256','ERIC'); return false;" href="http://eric.ed.gov/?q=NI&pg=6&id=EJ764256"><span id="translatedtitle">Embracing <span class="hlt">Inclusive</span> Teacher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moran, Anne</p> <p>2007-01-01</p> <p>This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of <span class="hlt">inclusive</span> attitudes, values and practices. <span class="hlt">Inclusive</span> education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=importance+AND+teamwork&pg=6&id=EJ544488','ERIC'); return false;" href="http://eric.ed.gov/?q=importance+AND+teamwork&pg=6&id=EJ544488"><span id="translatedtitle">Towards <span class="hlt">Inclusive</span> Schooling.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ainscow, Mel</p> <p>1997-01-01</p> <p>Uses classroom vignettes to examine reasons why schools in the United Kingdom are not yet generally successful in including students with disabilities and suggests simple ways that ordinary teachers can implement <span class="hlt">inclusive</span> practices. These include the importance of teamwork, a school climate which encourages <span class="hlt">inclusive</span> practices, and teacher</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED364031.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED364031.pdf"><span id="translatedtitle">Resources on <span class="hlt">Inclusive</span> Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hulgin, Kathy, Ed.</p> <p></p> <p>This information packet is intended for use by teachers, parents, administrators, therapists, advocates, and others interested in achieving <span class="hlt">inclusive</span> educational opportunities for students with disabilities. Part I provides reprints of selected readings, including: "Sample Case Studies of <span class="hlt">Inclusive</span> Education" (Janet Duncan); "Public Schools</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ914571.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ914571.pdf"><span id="translatedtitle">Index for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Allister</p> <p>2005-01-01</p> <p>Index for <span class="hlt">Inclusion</span> is a programme to assist in developing learning and participation in schools. It was written by Tony Booth and Mel Ainscow from the Centre for Studies on <span class="hlt">Inclusive</span> Education, UK. Central Normal School was pleased to have the opportunity to trial this programme.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=importance+AND+teamwork&pg=7&id=EJ544488','ERIC'); return false;" href="http://eric.ed.gov/?q=importance+AND+teamwork&pg=7&id=EJ544488"><span id="translatedtitle">Towards <span class="hlt">Inclusive</span> Schooling.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ainscow, Mel</p> <p>1997-01-01</p> <p>Uses classroom vignettes to examine reasons why schools in the United Kingdom are not yet generally successful in including students with disabilities and suggests simple ways that ordinary teachers can implement <span class="hlt">inclusive</span> practices. These include the importance of teamwork, a school climate which encourages <span class="hlt">inclusive</span> practices, and teacher…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1025166','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1025166"><span id="translatedtitle">Understanding <span class="hlt">Inclusion</span> in Cyprus</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mamas, Christoforos</p> <p>2013-01-01</p> <p>This paper provides a framework for understanding <span class="hlt">inclusion</span> in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of <span class="hlt">inclusion</span>, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Company+AND+functional+AND+structure&id=ED491801','ERIC'); return false;" href="http://eric.ed.gov/?q=Company+AND+functional+AND+structure&id=ED491801"><span id="translatedtitle">The <span class="hlt">Inclusion</span> Facilitator's Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jorgensen, Cheryl M.; Schuh, Mary C.; Nisbet, Jan</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> facilitators are educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for <span class="hlt">inclusion</span> in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=positive+AND+reinforcement+AND+company&id=ED491801','ERIC'); return false;" href="http://eric.ed.gov/?q=positive+AND+reinforcement+AND+company&id=ED491801"><span id="translatedtitle">The <span class="hlt">Inclusion</span> Facilitator's Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jorgensen, Cheryl M.; Schuh, Mary C.; Nisbet, Jan</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> facilitators are educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for <span class="hlt">inclusion</span> in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=aquatic&pg=6&id=EJ651419','ERIC'); return false;" href="http://eric.ed.gov/?q=aquatic&pg=6&id=EJ651419"><span id="translatedtitle">Adapted Aquatics and <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Block, Martin E.; Conatser, Phillip</p> <p>2002-01-01</p> <p>Presents strategies and techniques to help instructors and directors promote successful <span class="hlt">inclusive</span> aquatics programs for students with disabilities, discussing the importance of considering issues related to: teaching style, collaborative planning, goal determination, appropriate <span class="hlt">inclusive</span> placement, personnel preparation, curriculum adaptation,…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED543552.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED543552.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Services Innovation Configuration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holdheide, Lynn R.; Reschly, Daniel J.</p> <p>2011-01-01</p> <p>Teacher preparation to deliver <span class="hlt">inclusive</span> services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. This innovation configuration identifies the components of <span class="hlt">inclusive</span> services that should be incorporated in teacher…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70001002','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70001002"><span id="translatedtitle">Fluid <span class="hlt">inclusion</span> geothermometry</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Cunningham, C.G., Jr.</p> <p>1977-01-01</p> <p>Fluid <span class="hlt">inclusions</span> trapped within crystals either during growth or at a later time provide many clues to the histories of rocks and ores. Estimates of fluid-<span class="hlt">inclusion</span> homogenization temperature and density can be obtained using a petrographic microscope with thin sections, and they can be refined using heating and freezing stages. Fluid <span class="hlt">inclusion</span> studies, used in conjunction with paragenetic studies, can provide direct data on the time and space variations of parameters such as temperature, pressure, density, and composition of fluids in geologic environments. Changes in these parameters directly affect the fugacity, composition, and pH of fluids, thus directly influencing localization of ore metals. ?? 1977 Ferdinand Enke Verlag Stuttgart.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=english%2c+AND+official+AND+language%2cunited+AND+states&pg=4&id=EJ500250','ERIC'); return false;" href="http://eric.ed.gov/?q=english%2c+AND+official+AND+language%2cunited+AND+states&pg=4&id=EJ500250"><span id="translatedtitle">Minority <span class="hlt">Inclusion</span> Programs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gelfand, M. David</p> <p>1995-01-01</p> <p>Asserts that the United States has a long, sad history of discrimination against minority rights. Discusses the origins and history of minority <span class="hlt">inclusion</span> or affirmative action programs. Includes a special report on the "English Only" movement. (CFR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70059178','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70059178"><span id="translatedtitle">Melt <span class="hlt">inclusions</span>: Chapter 6</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Audétat A.; Lowenstern, J. B.</p> <p>2014-01-01</p> <p>Melt <span class="hlt">inclusions</span> are small droplets of silicate melt that are trapped in minerals during their growth in a magma. Once formed, they commonly retain much of their initial composition (with some exceptions) unless they are re-opened at some later stage. Melt <span class="hlt">inclusions</span> thus offer several key advantages over whole rock samples: (i) they record pristine concentrations of volatiles and metals that are usually lost during magma solidification and degassing, (ii) they are snapshots in time whereas whole rocks are the time-integrated end products, thus allowing a more detailed, time-resolved view into magmatic processes (iii) they are largely unaffected by subsolidus alteration. Due to these characteristics, melt <span class="hlt">inclusions</span> are an ideal tool to study the evolution of mineralized magma systems. This chapter first discusses general aspects of melt <span class="hlt">inclusions</span> formation and methods for their investigation, before reviewing studies performed on mineralized magma systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/7747949','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/7747949"><span id="translatedtitle">Cyclodextrin formation by the thermostable alpha-amylase of Thermoanaerobacterium thermosulfurigenes EM1 and reclassification of the enzyme as <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> glycosyltransferase.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wind, R D; Liebl, W; Buitelaar, R M; Penninga, D; Spreinat, A; Dijkhuizen, L; Bahl, H</p> <p>1995-04-01</p> <p>Extensive characterization of the thermostable alpha-amylase of Clostridium thermosulfurogenes EM1, recently reclassified as Thermoanaerobacterium thermosulfurigenes, clearly demonstrated that the enzyme is <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> glycosyltransferase (CGTase). Product analysis after incubation of the enzyme with starch revealed formation of alpha-, beta-, and gamma-cyclodextrins, as well as linear sugars. The specific activity for cyclization of this CGTase was similar to those of other CGTases, whereas the specific activity for hydrolysis was relatively high in comparison with other CGTases. Alignment of the amino acid sequence of the T. thermosulfurigenes enzyme with sequences from known bacterial CGTases showed high homology. The four consensus regions of carbohydrate-converting enzymes, as well as a C-terminal raw-starch binding motif, could be identified in the sequence. PMID:7747949</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3864293','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3864293"><span id="translatedtitle">Limitations of <span class="hlt">inclusive</span> fitness</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Allen, Benjamin; Nowak, Martin A.; Wilson, Edward O.</p> <p>2013-01-01</p> <p>Until recently, <span class="hlt">inclusive</span> fitness has been widely accepted as a general method to explain the evolution of social behavior. Affirming and expanding earlier criticism, we demonstrate that <span class="hlt">inclusive</span> fitness is instead a limited concept, which exists only for a small subset of evolutionary processes. <span class="hlt">Inclusive</span> fitness assumes that personal fitness is the sum of additive components caused by individual actions. This assumption does not hold for the majority of evolutionary processes or scenarios. To sidestep this limitation, <span class="hlt">inclusive</span> fitness theorists have proposed a method using linear regression. On the basis of this method, it is claimed that <span class="hlt">inclusive</span> fitness theory (i) predicts the direction of allele frequency changes, (ii) reveals the reasons for these changes, (iii) is as general as natural selection, and (iv) provides a universal design principle for evolution. In this paper we evaluate these claims, and show that all of them are unfounded. If the objective is to analyze whether mutations that modify social behavior are favored or opposed by natural selection, then no aspect of <span class="hlt">inclusive</span> fitness theory is needed. PMID:24277847</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6633189','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6633189"><span id="translatedtitle">Novel <span class="hlt">inclusion</span> in laser crystals</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Ma Xiaoshan; Wang Siting; Jin Zhongru; Shen Yafang; Chen Jiaguang</p> <p>1986-12-01</p> <p>In growing alexandrite crystals, a novel <span class="hlt">inclusion</span> has been found. The <span class="hlt">inclusions</span> are quantitatively analyzed by an electronic probe and the mechanism for forming <span class="hlt">inclusions</span> is suggested. In our Bridgman MgF/sub 2/ crystals, the <span class="hlt">inclusions</span> in <001> direction have also been observed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=4&id=EJ928024','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=4&id=EJ928024"><span id="translatedtitle">Linguistic Diversity and Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Piller, Ingrid; Takahashi, Kimie</p> <p>2011-01-01</p> <p>This introduction provides the framework for the special issue by describing the social <span class="hlt">inclusion</span> agenda of neoliberal market democracies. While the social <span class="hlt">inclusion</span> agenda has been widely adopted, social <span class="hlt">inclusion</span> policies are often blind to the ways in which language proficiency and language ideologies mediate social <span class="hlt">inclusion</span> in linguistically…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=takahashi&pg=3&id=EJ928024','ERIC'); return false;" href="http://eric.ed.gov/?q=takahashi&pg=3&id=EJ928024"><span id="translatedtitle">Linguistic Diversity and Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Piller, Ingrid; Takahashi, Kimie</p> <p>2011-01-01</p> <p>This introduction provides the framework for the special issue by describing the social <span class="hlt">inclusion</span> agenda of neoliberal market democracies. While the social <span class="hlt">inclusion</span> agenda has been widely adopted, social <span class="hlt">inclusion</span> policies are often blind to the ways in which language proficiency and language ideologies mediate social <span class="hlt">inclusion</span> in linguistically</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3368169','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3368169"><span id="translatedtitle">Penile Epidermal <span class="hlt">Inclusion</span> Cyst</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>El-Shazly, M.; Ghobashy, A.; Allam, A.; Alenezy, T.; Alenezy, N.; Yordanov, E.; Hathout, B.; Albunnai, R.</p> <p>2012-01-01</p> <p>We report a case of epidermal <span class="hlt">inclusion</span> cyst in a 32-year-old male. This was a complication of circumcision that was neglected over years to form stones and urethrocutaneous fistula. Complete excision of the cyst and repair of the fistula were performed successfully. Histopathological examination confirmed our diagnosis. PMID:22693677</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150014984','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150014984"><span id="translatedtitle">Nanotubular Toughening <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Park, Cheol (Inventor); Working, Dennis C. (Inventor); Siochi, Emilie J. (Inventor); Harrison, Joycelyn S. (Inventor)</p> <p>2015-01-01</p> <p>Conventional toughening agents are typically rubbery materials or small molecular weight molecules, which mostly sacrifice the intrinsic properties of a matrix such as modulus, strength, and thermal stability as side effects. On the other hand, high modulus <span class="hlt">inclusions</span> tend to reinforce elastic modulus very efficiently, but not the strength very well. For example, mechanical reinforcement with inorganic <span class="hlt">inclusions</span> often degrades the composite toughness, encountering a frequent catastrophic brittle failure triggered by minute chips and cracks. Thus, toughening generally conflicts with mechanical reinforcement. Carbon nanotubes have been used as efficient reinforcing agents in various applications due to their combination of extraordinary mechanical, electrical, and thermal properties. Moreover, nanotubes can elongate more than 20% without yielding or breaking, and absorb significant amounts of energy during deformation, which enables them to also be an efficient toughening agent, as well as excellent reinforcing <span class="hlt">inclusion</span>. Accordingly, an improved toughening method is provided by incorporating nanotubular <span class="hlt">inclusions</span> into a host matrix, such as thermoset and thermoplastic polymers or ceramics without detrimental effects on the matrix's intrinsic physical properties.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=mapping+AND+surrounding&pg=4&id=ED391317','ERIC'); return false;" href="http://eric.ed.gov/?q=mapping+AND+surrounding&pg=4&id=ED391317"><span id="translatedtitle">Building <span class="hlt">Inclusive</span> Schools. [Videotapes.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kansas Univ., Parsons. Schiefelbusch Inst. for Life Span Studies.</p> <p></p> <p>This set of four short videocassettes promotes the use of promising practices advocating fully <span class="hlt">inclusive</span> education for students with diverse learning abilities in their neighborhood schools. The first video, titled "Seven Steps to Problem Solving," presents a problem-solving process that empowers teams to work together to meet diverse students'…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=funny&pg=6&id=EJ866737','ERIC'); return false;" href="http://eric.ed.gov/?q=funny&pg=6&id=EJ866737"><span id="translatedtitle"><span class="hlt">Inclusion</span> on the Bookshelf</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jackson, Camille</p> <p>2009-01-01</p> <p>Three decades have passed since federal law mandated <span class="hlt">inclusion</span>--ending, officially at least, a system that segregated students with disabilities from the rest of the student population. The publishing world has yet to catch up. In children's books, characters with disabilities often inhabit their own separate world, where disability is the only…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/16046225','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/16046225"><span id="translatedtitle">Optimization of <span class="hlt">inclusive</span> fitness.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Grafen, Alan</p> <p>2006-02-01</p> <p>The first fully explicit argument is given that broadly supports a widespread belief among whole-organism biologists that natural selection tends to lead to organisms acting as if maximizing their <span class="hlt">inclusive</span> fitness. The use of optimization programs permits a clear statement of what this belief should be understood to mean, in contradistinction to the common mathematical presumption that it should be formalized as some kind of Lyapunov or even potential function. The argument reveals new details and uncovers latent assumptions. A very general genetic architecture is allowed, and there is arbitrary uncertainty. However, frequency dependence of fitnesses is not permitted. The logic of <span class="hlt">inclusive</span> fitness immediately draws together various kinds of intra-genomic conflict, and the concept of 'p-family' is introduced. <span class="hlt">Inclusive</span> fitness is thus incorporated into the formal Darwinism project, which aims to link the mathematics of motion (difference and differential equations) used to describe gene frequency trajectories with the mathematics of optimization used to describe purpose and design. Important questions remain to be answered in the fundamental theory of <span class="hlt">inclusive</span> fitness. PMID:16046225</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=supplementary+AND+services+AND+model&id=EJ703310','ERIC'); return false;" href="http://eric.ed.gov/?q=supplementary+AND+services+AND+model&id=EJ703310"><span id="translatedtitle"><span class="hlt">Inclusion</span> Strategies that Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hammel, Alice M.</p> <p>2004-01-01</p> <p>Many school systems are moving toward an <span class="hlt">inclusion</span> model for teaching special learners in which all students are included in general classrooms. The basic premise is that all students should first be placed in the general classroom. Students receive as many necessary supplementary aids and services as possible in the general classroom, and then,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=educational+AND+inclusion&pg=2&id=EJ736489','ERIC'); return false;" href="http://eric.ed.gov/?q=educational+AND+inclusion&pg=2&id=EJ736489"><span id="translatedtitle">In Search of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hunter, John; O'Connor, Una</p> <p>2006-01-01</p> <p>This article provides a context within which other contributions to this issue might be read. It examines the position of special educational needs (SEN) within the evolving continuum of education in Northern Ireland, specifically within the context of educational <span class="hlt">inclusion</span>. It describes recent changes in educational policy and legislation which…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=definition+AND+right&pg=6&id=EJ1021873','ERIC'); return false;" href="http://eric.ed.gov/?q=definition+AND+right&pg=6&id=EJ1021873"><span id="translatedtitle">Raising Achievement through <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Persson, Elisabeth</p> <p>2013-01-01</p> <p>In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through <span class="hlt">inclusive</span> practices. The purpose…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22700649','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22700649"><span id="translatedtitle">Renal pathophysiologic role of cortical tubular <span class="hlt">inclusion</span> bodies.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Radi, Zaher A; Stewart, Zachary S; Grzemski, Felicity A; Bobrowski, Walter F</p> <p>2013-01-01</p> <p>Renal tubular <span class="hlt">inclusion</span> bodies are rarely associated with drug administration. The authors describe the finding of renal cortical tubular intranuclear and intracytoplasmic <span class="hlt">inclusion</span> bodies associated with the oral administration of a norepinephrine/serotonin reuptake inhibitor (NSRI) test article in Sprague-Dawley (SD) rats. Rats were given an NSRI daily for 4 weeks, and kidney histopathologic, ultrastructural pathology, and immunohistochemical examinations were performed. Round eosinophilic intranuclear <span class="hlt">inclusion</span> bodies were observed histologically in the tubular epithelial cells of the renal cortex in male and female SD rats given the NSRI <span class="hlt">compound</span>. No evidence of degeneration or necrosis was noted in the <span class="hlt">inclusion</span>-containing renal cells. By ultrastructural pathology, <span class="hlt">inclusion</span> bodies consisted of finely granular, amorphous, and uniformly stained nonmembrane-bound material. By immunohistochemistry, <span class="hlt">inclusion</span> bodies stained positive for d-amino acid oxidase (DAO) protein. In addition, similar <span class="hlt">inclusion</span> bodies were noted in the cytoplasmic tubular epithelial compartment by ultrastructural and immunohistochemical examination.  This is the first description of these renal <span class="hlt">inclusion</span> bodies after an NSRI test article administration in SD rats. Such drug-induced renal <span class="hlt">inclusion</span> bodies are rat-specific, do not represent an expression of nephrotoxicity, represent altered metabolism of d-amino acids, and are not relevant to human safety risk assessment. PMID:22700649</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009JMoSt.928...99D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009JMoSt.928...99D"><span id="translatedtitle">Structure of an <span class="hlt">inclusive</span> <span class="hlt">compound</span> of bis(piperidinium-4-carboxylate)hydrogen semi-tartrate with water and methanol studied by X-ray diffraction, NMR, FTIR and DFT methods</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dega-Szafran, Z.; Fojud, Z.; Katrusiak, A.; Szafran, M.</p> <p>2009-06-01</p> <p>The complex consisting of two piperidine-4-carboxylic acid, L-tartaric acid, water and methanol molecules has been synthesized and characterized by X-ray diffraction, 1H, 13C NMR, 13C CP MAS NMR, FTIR spectra and DFT calculations. The title complex is composed of the following units: piperidinium-4-carboxylate (P4C), piperidinium-4-carboxylic acid (P4CH), semi-tartrate anion (TA), water and methanol; it crystallizes in orthorhombic space group P2 12 12 1. TA anions form infinite chains through the COOH···OOC hydrogen bond of 2.503(5) Å. The zwitterionic P4C molecules are linked by the N +H···OOC hydrogen bond of 2.780(5) Å into chains. The P4CH cation is a bridge between the TA and P4C chains. P4CH and P4C form a homoconjugated cation through the COOH···OOC hydrogen bonds of 2.559(5) Å. Water interacts with TA and P4CH, while methanol interacts only with water. In the optimized molecule of the (P4C) 2H·TA·H 2O·HOCH 3 complex, the components form a cyclic oligomer through four O-H···O and four N-H···O hydrogen bonds. The 1H and 13C NMR spectra elucidate the structure of the title complex in the aqueous solution. The 13C CP MAS NMR spectrum is consistent with the X-ray results. The FTIR spectrum confirms a very complex structure of the title <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=attitudes+OR+perceptions+OR+opinions+OR+thoughts+OR+feelings+OR+beliefs&pg=7&id=EJ954385','ERIC'); return false;" href="http://eric.ed.gov/?q=attitudes+OR+perceptions+OR+opinions+OR+thoughts+OR+feelings+OR+beliefs&pg=7&id=EJ954385"><span id="translatedtitle">Student Teachers' Attitudes and Beliefs about <span class="hlt">Inclusion</span> and <span class="hlt">Inclusive</span> Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beacham, Nigel; Rouse, Martyn</p> <p>2012-01-01</p> <p>The beliefs and attitudes of teachers are an important element in the development of <span class="hlt">inclusive</span> education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote <span class="hlt">inclusion</span>, although attempts to reform teacher education in order to address issues of <span class="hlt">inclusion</span></p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ1077451','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ1077451"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Italy: Description and Reflections on Full <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo</p> <p>2015-01-01</p> <p><span class="hlt">Inclusion</span> of students with disabilities when appropriate is an important goal of special education for students with special needs. Full <span class="hlt">inclusion</span>, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full <span class="hlt">inclusion</span> on the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/6813588','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/6813588"><span id="translatedtitle">High temperature behavior of metallic <span class="hlt">inclusions</span> in uranium dioxide</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Yang, R.L.</p> <p>1980-08-01</p> <p>The object of this thesis was to construct a temperature gradient furnace to simulate the thermal conditions in the reactor fuel and to study the migration of metallic <span class="hlt">inclusions</span> in uranium oxide under the influence of temperature gradient. No thermal migration of molybdenum and tungsten <span class="hlt">inclusions</span> was observed under the experimental conditions. Ruthenium <span class="hlt">inclusions</span>, however, dissolved and diffused atomically through grain boundaries in slightly reduced uranium oxide. An intermetallic <span class="hlt">compound</span> (probably URu/sub 3/) was formed by reaction of Ru and UO/sub 2-x/. The diffusivity and solubility of ruthenium in uranium oxide were measured.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.mda.org/disease/inclusion-body-myositis/diagnosis','NIH-MEDLINEPLUS'); return false;" href="https://www.mda.org/disease/inclusion-body-myositis/diagnosis"><span id="translatedtitle"><span class="hlt">Inclusion</span>-Body Myositis: Diagnosis</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... to Get Involved Give Now <span class="hlt">Inclusion</span>-Body Myositis (IBM) Share print email share facebook twitter google plus ... Causes/Inheritance Medical Management Research <span class="hlt">Inclusion</span>-Body Myositis (IBM) News Gene Therapy Success in IBM- A Quest ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26395638','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26395638"><span id="translatedtitle">High efficiency transformation of stevioside into a single mono-glycosylated product using <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> glucanotransferase from Paenibacillus sp. CGMCC 5316.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yu, Xuejian; Yang, Jinshui; Li, Baozhen; Yuan, Hongli</p> <p>2015-12-01</p> <p>Stevioside is a non-caloric, natural, high-intensity sweetener. However, the bitter aftertaste of stevioside restricts its utilization for human consumption and limits its application in the food industry. In this study, a high efficiency enzymatic modification system was investigated to improve stevioside taste quality. <span class="hlt">A</span> <span class="hlt">cyclodextrin</span> glucanotransferase (CGTase) producing strain Paenibacillus sp. CGMCC 5316 was isolated from Stevia planting soil. With starch as glycosyl donor, this CGTase can transform stevioside into a single specific product which is an isomer of rebaudioside A and identified as mono-glycosylated stevioside. The taste of stevioside is improved noticeably by generating mono-glycosylated stevioside, which possesses a sucrose-like taste and has sweetness increased significantly by 35.4%. Next, the parameters influencing CGTase production were optimized. Compared to initial conditions, CGTase activity increased by 214.7% under optimum conditions of 3.9 g/L starch, 17.9 g/L tryptone, and 67.6 h of culture time, and the transglycosylation rate of stevioside was remarkably increased by 284.8%, reaching 85.6%. This CGTase modification system provides a promising solution for improving the sweetness and taste quality of stevioside. The efficiency of CGTase transformation can be greatly increased by optimizing the culture conditions of Paenibacillus sp. CGMCC 5316. PMID:26395638</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309','ERIC'); return false;" href="http://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309"><span id="translatedtitle">Developing <span class="hlt">Inclusive</span> Schools: A Guide.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hoskins, Barbara</p> <p></p> <p>This workbook provides practical information for developing and implementing <span class="hlt">inclusive</span> school programs through understanding the educator role, using effective problem-solving strategies, and developing a support network to meet the challenges of <span class="hlt">inclusion</span>. Ten chapters cover the following topics: (1) effective <span class="hlt">inclusion</span> (an analysis of the trend…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=manufacturing+OR+%22new+opportunities+in+manufacturing%22++OR+%22+south+korea%22+&pg=3&id=EJ1037656','ERIC'); return false;" href="http://eric.ed.gov/?q=manufacturing+OR+%22new+opportunities+in+manufacturing%22++OR+%22+south+korea%22+&pg=3&id=EJ1037656"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in South Korea</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kim, Yong-Wook</p> <p>2014-01-01</p> <p>The purpose of this paper is to examine the current implementation of <span class="hlt">inclusive</span> education in South Korea and discuss its challenges. The history of special education is first described followed by an introduction to policies relevant to special and <span class="hlt">inclusive</span> education. Next, a critical discussion of the state of <span class="hlt">inclusive</span> education follows built</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education&pg=3&id=EJ1037656','ERIC'); return false;" href="http://eric.ed.gov/?q=education&pg=3&id=EJ1037656"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in South Korea</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kim, Yong-Wook</p> <p>2014-01-01</p> <p>The purpose of this paper is to examine the current implementation of <span class="hlt">inclusive</span> education in South Korea and discuss its challenges. The history of special education is first described followed by an introduction to policies relevant to special and <span class="hlt">inclusive</span> education. Next, a critical discussion of the state of <span class="hlt">inclusive</span> education follows built…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19830040088&hterms=Fluid+Inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DFluid%2BInclusions','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19830040088&hterms=Fluid+Inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DFluid%2BInclusions"><span id="translatedtitle">Fluid <span class="hlt">inclusions</span> in stony meteorites</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Warner, J. L.; Ashwal, L. D.; Bergman, S. C.; Gibson, E. K., Jr.; Henry, D. J.; Lee-Berman, R.; Roedder, E.; Belkin, H. E.</p> <p>1983-01-01</p> <p>The fluid <span class="hlt">inclusions</span> presently described for five stony meteorites brings to seven the number of such meteorites confirmed. Homogenization temperatures are reproducible in each <span class="hlt">inclusion</span>, and range from 25 C to over 225 C, with some vapor plus liquid <span class="hlt">inclusions</span> remaining at 225 C, the highest temperature in these microthermometric experiments. Upon cooling, the fluid in some <span class="hlt">inclusions</span> appears to freeze, as indicated by deformation and immobilization of the vapor bubble at low temperatures. Melting temperatures are by contrast difficult to observe and are not reproducible. Microthermometric data for the fluid in diogenite ALPHA 77256 and <span class="hlt">inclusions</span> in four chondrites suggest that the fluid is aqueous, with a high solute content.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/1979447','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/1979447"><span id="translatedtitle">How to measure <span class="hlt">inclusive</span> fitness.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Creel, S</p> <p>1990-09-22</p> <p>Although <span class="hlt">inclusive</span> fitness (Hamilton 1964) is regarded as the basic currency of natural selection, difficulty in applying <span class="hlt">inclusive</span> fitness theory to field studies persists, a quarter-century after its introduction (Grafen 1982, 1984; Brown 1987). For instance, strict application of the original (and currently accepted) definition of <span class="hlt">inclusive</span> fitness predicts that no one should ever attempt to breed among obligately cooperative breeders. Much of this confusion may have arisen because Hamilton's (1964) original verbal definition of <span class="hlt">inclusive</span> fitness was not in complete accord with his justifying model. By re-examining Hamilton's original model, a modified verbal definition of <span class="hlt">inclusive</span> fitness can be justified. PMID:1979447</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/25120514','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25120514"><span id="translatedtitle">Singing and social <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Welch, Graham F; Himonides, Evangelos; Saunders, Jo; Papageorgi, Ioulia; Sarazin, Marc</p> <p>2014-01-01</p> <p>There is a growing body of neurological, cognitive, and social psychological research to suggest the possibility of positive transfer effects from structured musical engagement. In particular, there is evidence to suggest that engagement in musical activities may impact on social <span class="hlt">inclusion</span> (sense of self and of being socially integrated). Tackling social exclusion and promoting social <span class="hlt">inclusion</span> are common concerns internationally, such as in the UK and the EC, and there are many diverse Government ministries and agencies globally that see the arts in general and music in particular as a key means by which social needs can be addressed. As part of a wider evaluation of a national, Government-sponsored music education initiative for Primary-aged children in England ("Sing Up"), opportunity was taken by the authors, at the request of the funders, to assess any possible relationship between (a) children's developing singing behavior and development and (b) their social <span class="hlt">inclusion</span> (sense of self and of being socially integrated). Subsequently, it was possible to match data from n = 6087 participants, drawn from the final 3 years of data collection (2008-2011), in terms of each child's individually assessed singing ability (based on their singing behavior of two well-known songs to create a "normalized singing score") and their written responses to a specially-designed questionnaire that included a set of statements related to children's sense of being socially included to which the children indicated their level of agreement on a seven-point Likert scale. Data analyses suggested that the higher the normalized singing development rating, the more positive the child's self-concept and sense of being socially included, irrespective of singer age, sex and ethnicity. PMID:25120514</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4114289','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4114289"><span id="translatedtitle">Singing and social <span class="hlt">inclusion</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Welch, Graham F.; Himonides, Evangelos; Saunders, Jo; Papageorgi, Ioulia; Sarazin, Marc</p> <p>2014-01-01</p> <p>There is a growing body of neurological, cognitive, and social psychological research to suggest the possibility of positive transfer effects from structured musical engagement. In particular, there is evidence to suggest that engagement in musical activities may impact on social <span class="hlt">inclusion</span> (sense of self and of being socially integrated). Tackling social exclusion and promoting social <span class="hlt">inclusion</span> are common concerns internationally, such as in the UK and the EC, and there are many diverse Government ministries and agencies globally that see the arts in general and music in particular as a key means by which social needs can be addressed. As part of a wider evaluation of a national, Government-sponsored music education initiative for Primary-aged children in England (“Sing Up”), opportunity was taken by the authors, at the request of the funders, to assess any possible relationship between (a) children's developing singing behavior and development and (b) their social <span class="hlt">inclusion</span> (sense of self and of being socially integrated). Subsequently, it was possible to match data from n = 6087 participants, drawn from the final 3 years of data collection (2008–2011), in terms of each child's individually assessed singing ability (based on their singing behavior of two well-known songs to create a “normalized singing score”) and their written responses to a specially-designed questionnaire that included a set of statements related to children's sense of being socially included to which the children indicated their level of agreement on a seven-point Likert scale. Data analyses suggested that the higher the normalized singing development rating, the more positive the child's self-concept and sense of being socially included, irrespective of singer age, sex and ethnicity. PMID:25120514</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1448289','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1448289"><span id="translatedtitle">Policies of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fairchild, Amy L.</p> <p>2004-01-01</p> <p>The racial politics of immigration have punctuated national discussions about immigration at different periods in US history, particularly when concerns about losing an American way of life or American population have coincided with concerns about infectious diseases. Nevertheless, the main theme running through American immigration policy is one of <span class="hlt">inclusion</span>. The United States has historically been a nation reliant on immigrant labor and, accordingly, the most consequential public policies regarding immigration have responded to disease and its economic burdens by seeking to control the behavior of immigrants within our borders rather than excluding immigrants at our borders. PMID:15053996</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011PhRvE..84d1101R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011PhRvE..84d1101R"><span id="translatedtitle">Asymmetric <span class="hlt">inclusion</span> process</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Reuveni, Shlomi; Eliazar, Iddo; Yechiali, Uri</p> <p>2011-10-01</p> <p>We introduce and explore the asymmetric <span class="hlt">inclusion</span> process (ASIP), an exactly solvable bosonic counterpart of the fermionic asymmetric exclusion process (ASEP). In both processes, random events cause particles to propagate unidirectionally along a one-dimensional lattice of n sites. In the ASEP, particles are subject to exclusion interactions, whereas in the ASIP, particles are subject to <span class="hlt">inclusion</span> interactions that coalesce them into inseparable clusters. We study the dynamics of the ASIP, derive evolution equations for the mean and probability generating function (PGF) of the sites’ occupancy vector, obtain explicit results for the above mean at steady state, and describe an iterative scheme for the computation of the PGF at steady state. We further obtain explicit results for the load distribution in steady state, with the load being the total number of particles present in all lattice sites. Finally, we address the problem of load optimization, and solve it under various criteria. The ASIP model establishes bridges between statistical physics and queueing theory as it represents a tandem array of queueing systems with (unlimited) batch service, and a tandem array of growth-collapse processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24128435','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24128435"><span id="translatedtitle">[<span class="hlt">Inclusion</span>-body myositis].</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Benveniste, O</p> <p>2014-07-01</p> <p>Sporadic <span class="hlt">inclusion</span>-body myositis (sIBM) presents in average at the sixth decade of life and affects three men for one woman. It is a non-lethal, slowly progressive but disabling disease. Except the striated muscles, no other organs (such as the interstitial lung) are involved. The phenotype of this myopathy is particular since it involves the axial muscles (camptocormia, swallowing dysfunction) and limb girdle (notably the quadriceps) but also the distal muscles (in particular the fingers' and wrists' flexors) in a bilateral but non-symmetrical manner. The clinical presentation is then very suggestive of the diagnosis, which remains to be proven by a muscle biopsy. Histological features defining the diagnosis associate endomysial inflammatory infiltrates with frequent invaded fibres (the myositis) and amyloid deposits generally accompanying rimmed vacuoles (the <span class="hlt">inclusions</span>). There is still today a debate to know if this disease is at its beginning a degenerative or an auto-immune condition. Nonetheless, usual immunosuppressive drugs (corticosteroids, azathioprine, methotrexate) or polyvalent immunoglobulines remain ineffective and even may worsen the handicap. Some controlled randomized trials will soon be launched for this condition, but for now, the best therapeutic approach to slow down the rapidity of progression of the disease is to maintain muscle exercise with the help of the physiotherapists. PMID:24128435</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1029482','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1029482"><span id="translatedtitle"><span class="hlt">Inclusive</span> and Exclusive |Vub|</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Petrella, Antonio; /Ferrara U. /INFN, Ferrara</p> <p>2011-11-17</p> <p>The current status of the determinations of CKM matrix element |V{sub ub}| via exclusive and <span class="hlt">inclusive</span> charmless semileptonic B decays is reviewed. The large datasets collected at the B-Factories, and the increased precision of theoretical calculations have allowed an improvement in the determination of |V{sub ub}|. However, there are still significant uncertainties. In the exclusive approach, the most precise measurement of the pion channel branching ratio is obtained by an untagged analysis. This very good precision can be reached by tagged analyses with more data. The problem with exclusive decays is that the strong hadron dynamics can not be calculated from first principles and the determination of the form factor has to rely on light-cone sum rules or lattice QCD calculations. The current data samples allow a comparison of different FF models with data distributions. With further developments on lattice calculations, the theoretical error should shrink to reach the experimental one. The <span class="hlt">inclusive</span> approach still provides the most precise |V{sub ub}| determinations. With new theoretical calculations, the mild (2.5{sigma}) discrepancy with respect to the |V{sub ub}| value determined from the global UT fit has been reduced. As in the exclusive approach, theoretical uncertainties represent the limiting factor to the precision of the measurement. Reducing the theoretical uncertainties to a level comparable with the statistical error is challenging. New measurements in semileptonic decays of charm mesons could increase the confidence in theoretical calculations and related uncertainties.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24686938','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24686938"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness in agriculture.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kiers, E Toby; Denison, R Ford</p> <p>2014-05-19</p> <p>Trade-offs between individual fitness and the collective performance of crop and below-ground symbiont communities are common in agriculture. Plant competitiveness for light and soil resources is key to individual fitness, but higher investments in stems and roots by a plant community to compete for those resources ultimately reduce crop yields. Similarly, rhizobia and mycorrhizal fungi may increase their individual fitness by diverting resources to their own reproduction, even if they could have benefited collectively by providing their shared crop host with more nitrogen and phosphorus, respectively. Past selection for <span class="hlt">inclusive</span> fitness (benefits to others, weighted by their relatedness) is unlikely to have favoured community performance over individual fitness. The limited evidence for kin recognition in plants and microbes changes this conclusion only slightly. We therefore argue that there is still ample opportunity for human-imposed selection to improve cooperation among crop plants and their symbionts so that they use limited resources more efficiently. This evolutionarily informed approach will require a better understanding of how interactions among crops, and interactions with their symbionts, affected their <span class="hlt">inclusive</span> fitness in the past and what that implies for current interactions. PMID:24686938</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982668','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982668"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness in agriculture</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kiers, E. Toby; Denison, R. Ford</p> <p>2014-01-01</p> <p>Trade-offs between individual fitness and the collective performance of crop and below-ground symbiont communities are common in agriculture. Plant competitiveness for light and soil resources is key to individual fitness, but higher investments in stems and roots by a plant community to compete for those resources ultimately reduce crop yields. Similarly, rhizobia and mycorrhizal fungi may increase their individual fitness by diverting resources to their own reproduction, even if they could have benefited collectively by providing their shared crop host with more nitrogen and phosphorus, respectively. Past selection for <span class="hlt">inclusive</span> fitness (benefits to others, weighted by their relatedness) is unlikely to have favoured community performance over individual fitness. The limited evidence for kin recognition in plants and microbes changes this conclusion only slightly. We therefore argue that there is still ample opportunity for human-imposed selection to improve cooperation among crop plants and their symbionts so that they use limited resources more efficiently. This evolutionarily informed approach will require a better understanding of how interactions among crops, and interactions with their symbionts, affected their <span class="hlt">inclusive</span> fitness in the past and what that implies for current interactions. PMID:24686938</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70013893','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70013893"><span id="translatedtitle">Gas chromatographic analysis of volatiles in fluid and gas <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Andrawes, F.; Holzer, G.; Roedder, E.; Gibson, E.K., Jr.; Oro, J.</p> <p>1984-01-01</p> <p>Most geological samples and some synthetic materials contain fluid <span class="hlt">inclusions</span>. These <span class="hlt">inclusions</span> preserve for us tiny samples of the liquid and/or the gas phase that was present during formation, although in some cases they may have undergone significant changes from the original material. Studies of the current composition of the <span class="hlt">inclusions</span> provide data on both the original composition and the change since trapping. These <span class="hlt">inclusions</span> are seldom larger than 1 millimeter in diameter. The composition varies from a single major <span class="hlt">compound</span> (e.g., water) in a single phase to a very complex mixture in one or more phases. The concentration of some of the <span class="hlt">compounds</span> present may be at trace levels. We present here some analyses of <span class="hlt">inclusions</span> in a variety of geological samples, including diamonds. We used a sample crusher and a gas chromatography-mass spectrometry (GC-MS) system to analyze for organic and inorganic volatiles present as major to trace constituents in <span class="hlt">inclusions</span>. The crusher is a hardened stainless-steel piston cylinder apparatus with tungsten carbide crusing surfaces, and is operated in a pure helium atmosphere at a controlled temperature. Samples ranging from 1 mg to 1 g were crushed and the released volatiles were analyzed using multi-chromatographic columns and detectors, including the sensitive helium ionization detector. Identification of the GC peaks was carried out by GC-MS. This combination of procedures has been shown to provide geochemically useful information on the process involved in the history of the samples analyzed. ?? 1984.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26687387','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26687387"><span id="translatedtitle">Substitution of egg yolk by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-cholesterol complex allows a reduction of the glycerol concentration into the freezing medium of equine sperm.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Blommaert, Didier; Franck, Thierry; Donnay, Isabelle; Lejeune, Jean-Philippe; Detilleux, Johann; Serteyn, Didier</p> <p>2016-02-01</p> <p>The aim of this work was to completely replace the egg yolk a classical diluent for freezing equine semen by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-cholesterol complex. At the same time, the reduction in the glycerol content used for cryopreservation and the incubation time between sperm and the freezing media were evaluated. Horse ejaculates were frozen with four different freezing extenders: a frozen reference medium (IF) containing egg yolk and 2.5% glycerol and media without egg yolk but supplemented with 1.5 mg 2-hydroxypropyl-beta-cyclodextrin cholesterol (HPβCD-C) complex and containing either 1% (G1), 2% (G2) or 3% glycerol (G3). Three incubation times (90, 120 and 180 min) at 4 °C between the fresh semen and the different media were tested before freezing. Viability and motility analyses were performed with computer assisted semen analysis (CASA). Results showed that the freezing media containing the HPβCD-C complex with 1%, 2% and 3% glycerol significantly improve the 3 in vitro parameters of post thawing semen quality (viability, progressive and total mobilities) compared to IF. The best improvement of the parameters was obtained with G1 medium and the longest contact time. The substitution of egg yolk by HPβCD-C complex allows the decrease of protein charge of the medium while favouring the cholesterol supply to membrane spermatozoa offering it a better resistance to osmotic imbalance and a better tolerance to the glycerol toxicity. Our results highlight that the egg yolk of an extender for the freezing of horse semen can be completely substituted by HPβCD-C complex. PMID:26687387</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2559937','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2559937"><span id="translatedtitle">Accurate <span class="hlt">Inclusion</span> Mass Screening</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Jaffe, Jacob D.; Keshishian, Hasmik; Chang, Betty; Addona, Theresa A.; Gillette, Michael A.; Carr, Steven A.</p> <p>2008-01-01</p> <p>Verification of candidate biomarker proteins in blood is typically done using multiple reaction monitoring (MRM) of peptides by LC-MS/MS on triple quadrupole MS systems. MRM assay development for each protein requires significant time and cost, much of which is likely to be of little value if the candidate biomarker is below the detection limit in blood or a false positive in the original discovery data. Here we present a new technology, accurate <span class="hlt">inclusion</span> mass screening (AIMS), designed to provide a bridge from unbiased discovery to MS-based targeted assay development. Masses on the software <span class="hlt">inclusion</span> list are monitored in each scan on the Orbitrap MS system, and MS/MS spectra for sequence confirmation are acquired only when a peptide from the list is detected with both the correct accurate mass and charge state. The AIMS experiment confirms that a given peptide (and thus the protein from which it is derived) is present in the plasma. Throughput of the method is sufficient to qualify up to a hundred proteins/week. The sensitivity of AIMS is similar to MRM on a triple quadrupole MS system using optimized sample preparation methods (low tens of ng/ml in plasma), and MS/MS data from the AIMS experiments on the Orbitrap can be directly used to configure MRM assays. The method was shown to be at least 4-fold more efficient at detecting peptides of interest than undirected LC-MS/MS experiments using the same instrumentation, and relative quantitation information can be obtained by AIMS in case versus control experiments. Detection by AIMS ensures that a quantitative MRM-based assay can be configured for that protein. The method has the potential to qualify large number of biomarker candidates based on their detection in plasma prior to committing to the time- and resource-intensive steps of establishing a quantitative assay. PMID:18534968</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009NuAlg..50..155K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009NuAlg..50..155K"><span id="translatedtitle"><span class="hlt">Compound</span> matrices</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kravvaritis, Christos; Mitrouli, Marilena</p> <p>2009-02-01</p> <p>This paper studies the possibility to calculate efficiently <span class="hlt">compounds</span> of real matrices which have a special form or structure. The usefulness of such an effort lies in the fact that the computation of <span class="hlt">compound</span> matrices, which is generally noneffective due to its high complexity, is encountered in several applications. A new approach for computing the Singular Value Decompositions (SVD's) of the <span class="hlt">compounds</span> of a matrix is proposed by establishing the equality (up to a permutation) between the <span class="hlt">compounds</span> of the SVD of a matrix and the SVD's of the <span class="hlt">compounds</span> of the matrix. The superiority of the new idea over the standard method is demonstrated. Similar approaches with some limitations can be adopted for other matrix factorizations, too. Furthermore, formulas for the n - 1 <span class="hlt">compounds</span> of Hadamard matrices are derived, which dodge the strenuous computations of the respective numerous large determinants. Finally, a combinatorial counting technique for finding the <span class="hlt">compounds</span> of diagonal matrices is illustrated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=interior&pg=7&id=EJ843664','ERIC'); return false;" href="http://eric.ed.gov/?q=interior&pg=7&id=EJ843664"><span id="translatedtitle">Possibilities for an <span class="hlt">Inclusive</span> Society in Singapore: Becoming <span class="hlt">Inclusive</span> within</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lim, Levan</p> <p>2009-01-01</p> <p>The envisioning of Singapore as an <span class="hlt">inclusive</span> society has witnessed the most progressive systemic and policy developments concerning people with disabilities in recent years. The building of "heartware" in society (as in the will, values, and attitudes of its citizens) in order to realize the vision of an <span class="hlt">inclusive</span> society, however, requires both…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=frost&pg=3&id=EJ869869','ERIC'); return false;" href="http://eric.ed.gov/?q=frost&pg=3&id=EJ869869"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Identifying Teachers' Perceived Stressors in <span class="hlt">Inclusive</span> Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brackenreed, Darlene</p> <p>2008-01-01</p> <p>This research replicates the study conducted by Forlin (2001) in Churchlands, Western Australia. Forlin's <span class="hlt">Inclusive</span> Education Teacher Stress and Coping Questionnaire was adapted from the original questionnaire to more accurately reflect the language and practice of <span class="hlt">inclusion</span> in Ontario (Frost & Brackenreed, 2004). The purpose of this study was to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=7&id=EJ985992','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=7&id=EJ985992"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and People with Intellectual Disability and Challenging Behaviour: A Systematic Review</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bigby, Christine</p> <p>2012-01-01</p> <p>Background: Social <span class="hlt">inclusion</span> is central to disability policies internationally. The high risk of social exclusion for people with intellectual disability is <span class="hlt">compounded</span> for those with challenging behaviour. Method: A systematic literature review examined how social <span class="hlt">inclusion</span> of people with intellectual disability and challenging behaviour has been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=253273','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/Publications.htm?seq_no_115=253273"><span id="translatedtitle">Properties of High Amylose Starch-Beeswax <span class="hlt">Inclusion</span> Complexes Prepared by Steam Jet Cooking</span></a></p> <p><a target="_blank" href="http://www.ars.usda.gov/services/TekTran.htm">Technology Transfer Automated Retrieval System (TEKTRAN)</a></p> <p></p> <p></p> <p>Amylose is known to form <span class="hlt">inclusion</span> complexes with a large number of polar and non-polar organic <span class="hlt">compounds</span> including fatty acids. Amylose <span class="hlt">inclusion</span> complexes are proposed to be employed as carrier for delivering ligands with desired functional properties in food and nutritional supplement products. ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+support+AND+system&pg=3&id=EJ985992','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+support+AND+system&pg=3&id=EJ985992"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and People with Intellectual Disability and Challenging Behaviour: A Systematic Review</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bigby, Christine</p> <p>2012-01-01</p> <p>Background: Social <span class="hlt">inclusion</span> is central to disability policies internationally. The high risk of social exclusion for people with intellectual disability is <span class="hlt">compounded</span> for those with challenging behaviour. Method: A systematic literature review examined how social <span class="hlt">inclusion</span> of people with intellectual disability and challenging behaviour has been</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+sport+AND+children&pg=2&id=EJ849554','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+sport+AND+children&pg=2&id=EJ849554"><span id="translatedtitle">Friendship in <span class="hlt">Inclusive</span> Physical Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seymour, Helena; Reid, Greg; Bloom, Gordon A.</p> <p>2009-01-01</p> <p>Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of <span class="hlt">inclusive</span> education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in <span class="hlt">inclusive</span> physical</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=scary&pg=5&id=EJ603304','ERIC'); return false;" href="http://eric.ed.gov/?q=scary&pg=5&id=EJ603304"><span id="translatedtitle">Principals Influence Culture of <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>King, Sophia</p> <p>2000-01-01</p> <p>Three New American High Schools (in Pittsburgh, Baltimore, and Greenbelt, Maryland) have successfully replaced the special-education culture of separation with a culture of <span class="hlt">inclusion</span>. A large part of moving from self-contained practices to <span class="hlt">inclusion</span> was helping students become self-advocates, so that the world outside school and home would not…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dinclusion','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dinclusion"><span id="translatedtitle">Fluid <span class="hlt">Inclusions</span> in Carbonaceous Chondrites</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Saylor, J.; Zolensky, M. E.; Bodnar, R. J.; Le L.; Schwandt, C.</p> <p>2001-01-01</p> <p>Fluid <span class="hlt">inclusions</span> are present in carbonaceous chondrites. Of the chondrites studied (CI1, CM1 and 2, CV3) fluid <span class="hlt">inclusions</span> were found only in CM2s and CI1s, and by extrapolation are most likely to be found there in the future. Additional information is contained in the original extended abstract.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22report+to+congress%22&pg=7&id=EJ571908','ERIC'); return false;" href="http://eric.ed.gov/?q=%22report+to+congress%22&pg=7&id=EJ571908"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Where Is It Happening?.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Henry, Daniel; Hodges, Dodi</p> <p>1998-01-01</p> <p>Using data from the Department of Education's 1997 Annual Report to Congress, this article examines changes that have occurred in the number of U.S. students who are identified with disabilities since <span class="hlt">inclusion</span> began in earnest in the late 1980s, as well as the movement toward educating these students in more <span class="hlt">inclusive</span> settings. (CR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ORIGIN+AND+LANGUAGE&pg=3&id=EJ928025','ERIC'); return false;" href="http://eric.ed.gov/?q=ORIGIN+AND+LANGUAGE&pg=3&id=EJ928025"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and Metrolingual Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Otsuji, Emi; Pennycook, Alastair</p> <p>2011-01-01</p> <p>In this paper, we explore the implications of metrolingual language practices for how we understand social <span class="hlt">inclusion</span>. A vision of social <span class="hlt">inclusion</span> that includes bi- and multilingual capacities may comprise an appreciation of a diversity of languages other than English, and the skills and capabilities of multilingual language users, yet it is all…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=movement+AND+support&pg=7&id=EJ1033002','ERIC'); return false;" href="http://eric.ed.gov/?q=movement+AND+support&pg=7&id=EJ1033002"><span id="translatedtitle">In Support of Unfinished <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hausstätter, Rune Sarromaa</p> <p>2014-01-01</p> <p>This article claims that the radical potential inherent in the origins of <span class="hlt">inclusive</span> education has been altered into a tool for protecting the status quo. Drawing on ideas from the essay "The Unfinished" by Thomas Mathiesen (1971), I discuss <span class="hlt">inclusion</span> as a potential alternative to mainstream education and argue that the potential power of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ1064170','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ1064170"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Malaysian Integrated Preschools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A.</p> <p>2015-01-01</p> <p><span class="hlt">Inclusive</span> education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of <span class="hlt">inclusive</span> education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=unity+AND+5&pg=7&id=ED400661','ERIC'); return false;" href="http://eric.ed.gov/?q=unity+AND+5&pg=7&id=ED400661"><span id="translatedtitle">The Educational Challenges <span class="hlt">Inclusion</span> Study.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wolpert, Gloria</p> <p></p> <p>Ninety parents of children (mean age 9.3 years) with Down syndrome and their children's teachers were surveyed to investigate the success of <span class="hlt">inclusive</span> practices. This study examined responses on parent and teacher questionnaires and parent anecdotal records. Several factors influenced parent reports of successful <span class="hlt">inclusion</span> experiences, including:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015NatPh..11...82S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015NatPh..11...82S"><span id="translatedtitle">Stiffening solids with liquid <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Style, Robert W.; Boltyanskiy, Rostislav; Allen, Benjamin; Jensen, Katharine E.; Foote, Henry P.; Wettlaufer, John S.; Dufresne, Eric R.</p> <p>2015-01-01</p> <p>From bone and wood to concrete and carbon fibre, composites are ubiquitous natural and synthetic materials. Eshelby’s <span class="hlt">inclusion</span> theory describes how macroscopic stress fields couple to isolated microscopic <span class="hlt">inclusions</span>, allowing prediction of a composite’s bulk mechanical properties from a knowledge of its microstructure. It has been extended to describe a wide variety of phenomena from solid fracture to cell adhesion. Here, we show experimentally and theoretically that Eshelby’s theory breaks down for small liquid <span class="hlt">inclusions</span> in a soft solid. In this limit, an isolated droplet’s deformation is strongly size-dependent, with the smallest droplets mimicking the behaviour of solid <span class="hlt">inclusions</span>. Furthermore, in opposition to the predictions of conventional composite theory, we find that finite concentrations of small liquid <span class="hlt">inclusions</span> enhance the stiffness of soft solids. A straightforward extension of Eshelby’s theory, accounting for the surface tension of the solid-liquid interface, explains our experimental observations. The counterintuitive stiffening of solids by fluid <span class="hlt">inclusions</span> is expected whenever <span class="hlt">inclusion</span> radii are smaller than an elastocapillary length, given by the ratio of the surface tension to Young’s modulus of the solid matrix. These results suggest that surface tension can be a simple and effective mechanism to cloak the far-field elastic signature of <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016APS..MARF42008Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016APS..MARF42008Y"><span id="translatedtitle"><span class="hlt">Inclusion</span> Kinetics of Polyrotaxanes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yokoyama, Hideaki; Takahashi, Shoko; Ito, Kohzo; Yamada, Norifumi</p> <p></p> <p><span class="hlt">Inclusion</span> complex (IC) formation of α-cyclodextrin (α-CD) and poly(ethylene glycol) (PEG) brush in water was investigated by Surface Plasmon Resonance Spectroscopy(SPR), neutron reflectometry(NR) and grazing incident wide angle X-ray scattering(GISANS). Spontaneous IC formation of α-CD with PEG (polyrotaxanes) is believed to be due to hydrophobic interaction between the hydrophobic interior of α-CD and PEG; however, the detail of the IC formation kinetics has not been observed because IC formation results in aggregation and precipitation of the complex. SPR revealed that IC formation occurs after induction period, which often appears in crystallization. When concentration of α-CD solution is 10%, IC consisting randomly oriented α-CD polycrystal appeared. In contrast, when the concentration of α-CD solution is 5%, a uniform 10-nm-thick IC layer with α-CD stacked perpendicular to the substrate appeared. 10-nm-thick IC was also found in the diluted PEG brush in contact with a 10% α-CD solution. The characteristic 10-nm-thick layer is related to the folded crystalline structure of α-CD on PEG brush. Such crystallization was proved to be the main driving force for IC formation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1013835','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1013835"><span id="translatedtitle">Polybenzimidazole <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Klaehn, John R.; Peterson, Eric S.; Wertsching, Alan K.; Orme, Christopher J.; Luther, Thomas A.; Jones, Michael G.</p> <p>2010-08-10</p> <p>A PBI <span class="hlt">compound</span> that includes imidazole nitrogens, at least a portion of which are substituted with an organic-inorganic hybrid moiety. At least 85% of the imidazole nitrogens may be substituted. The organic-inorganic hybrid moiety may be an organosilane moiety, for example, (R)Me.sub.2SiCH.sub.2--, where R is selected from among methyl, phenyl, vinyl, and allyl. The PBI <span class="hlt">compound</span> may exhibit similar thermal properties in comparison to the unsubstituted PBI. The PBI <span class="hlt">compound</span> may exhibit a solubility in an organic solvent greater than the solubility of the unsubstituted PBI. The PBI <span class="hlt">compound</span> may be included in separatory media. A substituted PBI synthesis method may include providing a parent PBI in a less than 5 wt % solvent solution. Substituting may occur at about room temperature and/or at about atmospheric pressure. Substituting may use at least five equivalents in relation to the imidazole nitrogens to be substituted or, preferably, about fifteen equivalents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1032876','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1032876"><span id="translatedtitle">Polybenzimidazole <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Klaehn, John R.; Peterson, Eric S.; Orme, Christopher J.; Jones, Michael G.; Wertsching, Alan K.; Luther, Thomas A.; Trowbridge, Tammy L.</p> <p>2011-11-22</p> <p>A PBI <span class="hlt">compound</span> includes imidazole nitrogens at least a portion of which are substituted with a moiety containing a carbonyl group, the substituted imidazole nitrogens being bonded to carbon of the carbonyl group. At least 85% of the nitrogens may be substituted. The carbonyl-containing moiety may include RCO--, where R is alkoxy or haloalkyl. The PBI <span class="hlt">compound</span> may exhibit a first temperature marking an onset of weight loss corresponding to reversion of the substituted PBI that is less than a second temperature marking an onset of decomposition of an otherwise identical PBI <span class="hlt">compound</span> without the substituted moiety. The PBI <span class="hlt">compound</span> may be included in separatory media. A substituted PBI synthesis method may include providing a parent PBI in a less than 5 wt % solvent solution. Substituting may use more than 5 equivalents in relation to the imidazole nitrogens to be substituted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009LNCS.5727..967S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009LNCS.5727..967S"><span id="translatedtitle">Innovation for an <span class="hlt">Inclusive</span> Future</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Springett, Mark; Rice, Mark; Carmichael, Alex; Griffiths, Richard</p> <p></p> <p>This workshop will focus on setting the agenda for research, practice and policy in support of <span class="hlt">inclusive</span> design for third generation computer-based products. The next generation of technology represents an unprecedented opportunity to improve the quality of life for groups of users who have previously faced exclusion, such as those with impairments and older citizens. At the same time it risks creating a greater digital divide and further exclusion. How we approach design for this new generation will determine whether or not the third wave will provide positive advances towards an <span class="hlt">inclusive</span> digital world. We therefore need to put forward both a rationale for <span class="hlt">inclusive</span> design and provide pointers towards technical development and design practice in support of <span class="hlt">inclusion</span>. It is our belief that there is not only a strong moral case for design for <span class="hlt">inclusion</span> but also significant commercial incentive, which may be key to persuading influential players to focus on <span class="hlt">inclusion</span>. Therefore one of our key objectives is to describe and promote the advantages of designing ‘in from the edges’ of the user population rather than designing for a notional ‘average’ user.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20030001751','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20030001751"><span id="translatedtitle">Multipurpose <span class="hlt">Compound</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1983-01-01</p> <p>Specially formulated derivatives of an unusual basic <span class="hlt">compound</span> known as Alcide may be the answer to effective treatment and prevention of the disease bovine mastitis, a bacterial inflammation of a cow's mammary gland that results in loss of milk production and in extreme cases, death. Manufactured by Alcide Corporation the Alcide <span class="hlt">compound</span> has killed all tested bacteria, virus and fungi, shortly after contact, with minimal toxic effects on humans or animals. Alcide Corporation credits the existence of the mastitis treatment/prevention products to assistance provided the company by NERAC, Inc.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1986MTA....17.1611D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1986MTA....17.1611D"><span id="translatedtitle"><span class="hlt">Inclusion</span> phases and the nucleation of acicular ferrite in submerged arc welds in high strength low alloy steels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dowling, J. M.; Corbett, J. M.; Kerr, H. W.</p> <p>1986-09-01</p> <p>Series of submerged arc welds of HSLA steel made with three different fluxes and metallic additions of Ti, Mo, and Cr have been examined to study the <span class="hlt">inclusions</span> and their role in the nucleation of acicular ferrite. <span class="hlt">Inclusion</span> phases and compositions have been analyzed by electron diffraction and X-ray microanalysis. These analyses have shown that the <span class="hlt">inclusions</span> contained many different <span class="hlt">compounds</span>, the proportions of each depending upon both the flux and metallic additions. Six <span class="hlt">inclusion</span> phases have been identified: galaxite (Al2O3 ? MnO), a titanium-rich <span class="hlt">compound</span> (probably TiO), a copper sulfide, a manganese sulfide, a silica, and an aluminum-rich phase. No correlation was found between the amount of acicular ferrite in the weld metal and either average <span class="hlt">inclusion</span> composition or individual <span class="hlt">inclusion</span> phases. No epitaxial relationships between <span class="hlt">inclusions</span> and adjacent ferrite grains could be identified. It has been concluded that <span class="hlt">inclusions</span> nucleate acicular ferrite by acting as inert substrates according to the classical theory of heterogeneous nucleation. Because most <span class="hlt">inclusions</span> are multi-phase and are touched by several ferrite grains, it has also been concluded that each <span class="hlt">inclusion</span> can nucleate several ferrite grains, due to local regions of high surface energy on the <span class="hlt">inclusion</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diverse+AND+roles+AND+group&pg=5&id=ED534917','ERIC'); return false;" href="http://eric.ed.gov/?q=diverse+AND+roles+AND+group&pg=5&id=ED534917"><span id="translatedtitle">Diverse Perspectives on <span class="hlt">Inclusive</span> School Communities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tsokova, Diana; Tarr, Jane</p> <p>2012-01-01</p> <p>What is an <span class="hlt">inclusive</span> school community? How do stakeholders perceive their roles and responsibilities towards <span class="hlt">inclusive</span> school communities? How can school communities become more <span class="hlt">inclusive</span> through engagement with individual perspectives? "Diverse Perspectives on <span class="hlt">Inclusive</span> School Communities" captures and presents the voices of a wide range of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=taylor+AND+francis&pg=7&id=ED534917','ERIC'); return false;" href="http://eric.ed.gov/?q=taylor+AND+francis&pg=7&id=ED534917"><span id="translatedtitle">Diverse Perspectives on <span class="hlt">Inclusive</span> School Communities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tsokova, Diana; Tarr, Jane</p> <p>2012-01-01</p> <p>What is an <span class="hlt">inclusive</span> school community? How do stakeholders perceive their roles and responsibilities towards <span class="hlt">inclusive</span> school communities? How can school communities become more <span class="hlt">inclusive</span> through engagement with individual perspectives? "Diverse Perspectives on <span class="hlt">Inclusive</span> School Communities" captures and presents the voices of a wide range of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045655','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045655"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2001-01-01</p> <p>Seawater and natural brines accounted for about 63% of US magnesium <span class="hlt">compounds</span> production during 2000. Premier Services in Florida, Dow Chemical in Michigan, Martin Marietta Magnesia Specialties, and Rohm & Haas recovered dead-burned and caustic-calcined magnesias from seawater. And Premier Services' recoveries, in Nevada, were from magnasite.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=national+deficit&pg=2&id=EJ1072418','ERIC'); return false;" href="http://eric.ed.gov/?q=national+deficit&pg=2&id=EJ1072418"><span id="translatedtitle">Developing <span class="hlt">Inclusive</span> Practice in Scotland: The National Framework for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barrett, Louise; Beaton, Mhairi; Head, George; McAuliffe, Lisa; Moscardini, Lio; Spratt, Jennifer; Sutherland, Margaret</p> <p>2015-01-01</p> <p>This paper reports on the collaborative development of a "National Framework for <span class="hlt">Inclusion</span>" under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=example+AND+population&pg=7&id=EJ1072418','ERIC'); return false;" href="http://eric.ed.gov/?q=example+AND+population&pg=7&id=EJ1072418"><span id="translatedtitle">Developing <span class="hlt">Inclusive</span> Practice in Scotland: The National Framework for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barrett, Louise; Beaton, Mhairi; Head, George; McAuliffe, Lisa; Moscardini, Lio; Spratt, Jennifer; Sutherland, Margaret</p> <p>2015-01-01</p> <p>This paper reports on the collaborative development of a "National Framework for <span class="hlt">Inclusion</span>" under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy have</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057302.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057302.pdf"><span id="translatedtitle">The Needs of <span class="hlt">Inclusive</span> Preschool Teachers about <span class="hlt">Inclusive</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Akalin, Selma; Demir, Seyda; Sucuoglu, Bülbin; Bakkaloglu, Hatice; Iscen, Fadime</p> <p>2014-01-01</p> <p>Problem Statement: Since the law related to the <span class="hlt">inclusion</span> of children with special needs was passed, the number of children with special needs in preschool classrooms has increased each year. Preschool teachers face serious challenges when they teach children with diverse abilities in the same environment. Although most of them support the idea of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Music+AND+Racial+AND+Discrimination&id=EJ870783','ERIC'); return false;" href="http://eric.ed.gov/?q=Music+AND+Racial+AND+Discrimination&id=EJ870783"><span id="translatedtitle">The <span class="hlt">Inclusion</span> of Music/the Music of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lubet, Alex</p> <p>2009-01-01</p> <p>The intention of this paper is to situate music within <span class="hlt">inclusive</span> education. Intersections of music--widely regarded as a "talent" or hyperability--and disability provide unique perspectives on social organisation in general and human valuation in particular. Music is a ubiquitous and an essential component of learning beginning in infancy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED522677.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED522677.pdf"><span id="translatedtitle">The Contours of <span class="hlt">Inclusion</span>: <span class="hlt">Inclusive</span> Arts Teaching and Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Glass, Don; Henderson, Bill; Barnum, Leah; Kronenberg, Deborah; Blair, Kati; Jenkins, Richard; Hurel, Nicole Agois</p> <p>2010-01-01</p> <p>The purpose of this publication is to share models and case examples of the process of <span class="hlt">inclusive</span> arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=we&pg=3&id=EJ1024217','ERIC'); return false;" href="http://eric.ed.gov/?q=we&pg=3&id=EJ1024217"><span id="translatedtitle">Doing Research <span class="hlt">Inclusively</span>: Bridges to Multiple Possibilities in <span class="hlt">Inclusive</span> Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nind, Melanie; Vinha, Hilra</p> <p>2014-01-01</p> <p>This article reports on a study of how people do research that matters to people with learning disabilities and that involves them and their views and experiences. The study was an attempt to bring together people doing <span class="hlt">inclusive</span> research so that, collectively, we could take stock of our practices. This would add to the individual reports and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=talents+AND+humans&pg=5&id=EJ870783','ERIC'); return false;" href="http://eric.ed.gov/?q=talents+AND+humans&pg=5&id=EJ870783"><span id="translatedtitle">The <span class="hlt">Inclusion</span> of Music/the Music of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lubet, Alex</p> <p>2009-01-01</p> <p>The intention of this paper is to situate music within <span class="hlt">inclusive</span> education. Intersections of music--widely regarded as a "talent" or hyperability--and disability provide unique perspectives on social organisation in general and human valuation in particular. Music is a ubiquitous and an essential component of learning beginning in infancy.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=linden&pg=5&id=ED493257','ERIC'); return false;" href="http://eric.ed.gov/?q=linden&pg=5&id=ED493257"><span id="translatedtitle">Special Teaching for Special Children? Pedagogies for <span class="hlt">Inclusion</span>. <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Ann, Ed.; Norwich, Brahm, Ed.</p> <p>2004-01-01</p> <p>Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of <span class="hlt">inclusion</span> have argued that "good teaching is good teaching for all" and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=dyson&pg=3&id=ED493257','ERIC'); return false;" href="http://eric.ed.gov/?q=dyson&pg=3&id=ED493257"><span id="translatedtitle">Special Teaching for Special Children? Pedagogies for <span class="hlt">Inclusion</span>. <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Ann, Ed.; Norwich, Brahm, Ed.</p> <p>2004-01-01</p> <p>Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of <span class="hlt">inclusion</span> have argued that "good teaching is good teaching for all" and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently,</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26830108','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26830108"><span id="translatedtitle">Towards understanding microvillus <span class="hlt">inclusion</span> disease.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vogel, Georg F; Hess, Michael W; Pfaller, Kristian; Huber, Lukas A; Janecke, Andreas R; Müller, Thomas</p> <p>2016-12-01</p> <p>Microvillus <span class="hlt">inclusion</span> disease (MVID) is characterised by onset of intractable life-threatening watery diarrhoea during infancy. Transmission electron microscopy demonstrates shortening or absence of apical microvilli, pathognomonic microvillus <span class="hlt">inclusions</span> in mature enterocytes and subapical accumulation of periodic acid-Schiff-positive granules or vesicles confirming diagnosis. Mutations in MYO5B have been found to cause MVID. In two patients with MVID, whole-exome sequencing of DNA revealed homozygous truncating mutations in STX3. Mutations in these genes disrupt trafficking between apical cargo vesicles and the apical plasma membrane. Thus, disturbed delivery of certain brush border membrane proteins is a common defect in MVID. PMID:26830108</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/869893','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/869893"><span id="translatedtitle">Chemical microsensors</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Li, DeQuan; Swanson, Basil I.</p> <p>1995-01-01</p> <p>An article of manufacture is provided including a substrate having an oxide surface layer and a selective thin film of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative chemically bound upon said substrate, said film is adapted for the <span class="hlt">inclusion</span> of a selected organic <span class="hlt">compound</span> therewith. Such an article can be either a chemical sensor capable of detecting a resultant mass change from <span class="hlt">inclusion</span> of the selected organic <span class="hlt">compound</span> or a chemical separator capable of reversibly selectively separating a selected organic <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=managing+AND+change&pg=4&id=ED500197','ERIC'); return false;" href="http://eric.ed.gov/?q=managing+AND+change&pg=4&id=ED500197"><span id="translatedtitle">Managing Special and <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rayner, Steve G.</p> <p>2007-01-01</p> <p>This book is a guide to special and <span class="hlt">inclusive</span> education and provides a comprehensive overview of this complex field. Author Stephen Rayner examines context, policy, and practice, and shows how to successfully navigate the managerial challenges involved, while contributing to the way forward through leadership in a diverse field. The author…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=foreign+AND+exchange&pg=2&id=EJ593105','ERIC'); return false;" href="http://eric.ed.gov/?q=foreign+AND+exchange&pg=2&id=EJ593105"><span id="translatedtitle">Foreign Exchange: An <span class="hlt">Inclusion</span> Strategy.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rieck, William A.; Wadsworth, Donna E. Dugger</p> <p>1999-01-01</p> <p>Examines a relatively new form of cooperative learning, "foreign exchange," which is designed to maximize both cognitive and social development in students with and without disabilities in <span class="hlt">inclusive</span> classrooms. The strategy is described, and an example of how it has been used is provided. (Author/CR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=companies+AND+service+AND+industry&pg=7&id=EJ819988','ERIC'); return false;" href="http://eric.ed.gov/?q=companies+AND+service+AND+industry&pg=7&id=EJ819988"><span id="translatedtitle"><span class="hlt">Inclusion</span> in the Microsoft Workforce</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Exceptional Parent, 2008</p> <p>2008-01-01</p> <p>Since 1975, Microsoft has been a worldwide leader in software, services, and solutions that help people and businesses realize their full potential. Loren Mikola, the Disability <span class="hlt">Inclusion</span> Program Manager at Microsoft, ensures that this technology also reaches and includes the special needs population and, through the hiring of individuals with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=international+AND+collaborations+AND+Australia&pg=4&id=EJ653986','ERIC'); return false;" href="http://eric.ed.gov/?q=international+AND+collaborations+AND+Australia&pg=4&id=EJ653986"><span id="translatedtitle">Professional Development for <span class="hlt">Inclusive</span> Schooling.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robinson, Robyn; Carrington, Suzanne</p> <p>2002-01-01</p> <p>Examined implementation of a model for <span class="hlt">inclusion</span>-related professional development at a disadvantaged primary school in Queensland, Australia. The model focused on school reculturing, collaboration between teaching professionals, and opportunities for individual teacher learning. Found that the model enhanced teachers' sense of ownership and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=neuro&pg=4&id=EJ871889','ERIC'); return false;" href="http://eric.ed.gov/?q=neuro&pg=4&id=EJ871889"><span id="translatedtitle">Developing Movement as <span class="hlt">Inclusive</span> Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peter, Melanie; Walter, Ofra</p> <p>2010-01-01</p> <p>This article details the emergence of a training framework to support professional development in <span class="hlt">inclusive</span> Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally,</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=parent+AND+company&pg=7&id=EJ819988','ERIC'); return false;" href="http://eric.ed.gov/?q=parent+AND+company&pg=7&id=EJ819988"><span id="translatedtitle"><span class="hlt">Inclusion</span> in the Microsoft Workforce</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Exceptional Parent, 2008</p> <p>2008-01-01</p> <p>Since 1975, Microsoft has been a worldwide leader in software, services, and solutions that help people and businesses realize their full potential. Loren Mikola, the Disability <span class="hlt">Inclusion</span> Program Manager at Microsoft, ensures that this technology also reaches and includes the special needs population and, through the hiring of individuals with</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=general+AND+management+AND+financial+AND+management&pg=6&id=EJ639123','ERIC'); return false;" href="http://eric.ed.gov/?q=general+AND+management+AND+financial+AND+management&pg=6&id=EJ639123"><span id="translatedtitle">Supporting General Educators' <span class="hlt">Inclusive</span> Practices.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coombs-Richardson, Rita; Mead, Jean</p> <p>2001-01-01</p> <p>This article describes Project <span class="hlt">Inclusion</span>, a state-funded project at Southeastern Louisiana University, which provided financial support for general educators to take university courses to develop their knowledge and skills concerning students with disabilities. The courses emphasized collaboration techniques, curricular modifications, and behavior…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1064663.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1064663.pdf"><span id="translatedtitle">Tracing <span class="hlt">Inclusion</span>: Determining Teacher Attitudes</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Logan, Brenda E.; Wimer, Gregory</p> <p>2013-01-01</p> <p>Though there appears to be an onslaught of No Child Left Behind, there is still more emphasis on testing than ever before. With the new implementation of national common-core standards, many school districts have moved towards full <span class="hlt">inclusive</span> classrooms. However, it is rare that teachers have any input on whether such major decisions are apropos…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1089705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1089705.pdf"><span id="translatedtitle">The <span class="hlt">Inclusive</span> Education in Europe</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Manzano-García, Beatriz; Fernández, María Tomé</p> <p>2016-01-01</p> <p>One of the phenomena that is of most concern to educational policy in Europe is immigration due to the fact that this is the source of new educational needs. This research looks at how European educational legislation deals with this topic. For this intercultural values that make <span class="hlt">inclusive</span> education will be evaluated, we will analyze intercultural…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=antagonism&id=EJ1045392','ERIC'); return false;" href="http://eric.ed.gov/?q=antagonism&id=EJ1045392"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education and the Arts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allan, Julie</p> <p>2014-01-01</p> <p>This paper addresses the troubled, problematic and contested field of <span class="hlt">inclusive</span> education, characterised by antagonisms between so-called inclusionists and special educationists; frustration, particularly among disability activists caused by the abstraction of the social model of disability and the expansion of the special educational needs…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Psychology+AND+special+AND+needs&pg=3&id=EJ871889','ERIC'); return false;" href="http://eric.ed.gov/?q=Psychology+AND+special+AND+needs&pg=3&id=EJ871889"><span id="translatedtitle">Developing Movement as <span class="hlt">Inclusive</span> Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peter, Melanie; Walter, Ofra</p> <p>2010-01-01</p> <p>This article details the emergence of a training framework to support professional development in <span class="hlt">inclusive</span> Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22945566','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22945566"><span id="translatedtitle">Perfluorinated <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lau, Christopher</p> <p>2012-01-01</p> <p>Perfluorinated <span class="hlt">compounds</span> such as the perfluoroalkyl acids (PFAAs) and their derivatives are important man-made chemicals that have wide consumer and industrial applications. They are relatively contemporary chemicals, being in use only since the 1950s and until recently have been considered as biologically inactive. However, during the past decade, their global distribution, environmental persistence, presence in humans and wildlife, and adverse health effects in laboratory animals have come to light, generating scientific, regulatory, and public interest on an international scale. This chapter will provide a brief overview of recent advances in understanding environmental and human exposure, toxicology, and modes of action for this class of <span class="hlt">compounds</span> in animal models, as well as a summary of epidemiological findings to date. PMID:22945566</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045653','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045653"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2003-01-01</p> <p>Seawater and natural brines accounted for about 60 percent of U.S. magnesium <span class="hlt">compounds</span> production during 2002. Dead-burned and caustic-calcined magnesias were recovered from seawater by Premier Chemicals in Florida. They were also recovered from well brines in Michigan by Dow Chemical, Martin Marietta Magnesia Specialties and Rohm & Haas. And they were recovered from magnesite in Nevada by Premier Chemicals.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70030673','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70030673"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2006-01-01</p> <p>In 2005, seawater and natural brines accounted for 51% of US magnesium <span class="hlt">compounds</span> production. World magnesia production was estimated to be 14.5 Mt. Most of the production came from China, North Korea, Russia and Turkey. Although no specific production figures are available, Japan and the United States are estimated to account for almost one-half of the world's capacity from seawater and brines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/944375','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/944375"><span id="translatedtitle">Primordial Compositions of Refractory <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Grossman, L; Simon, S B; Rai, V K; Thiemens, M H; Hutcheon, I D; Williams, R W; Galy, A; Ding, T; Fedkin, A V; Clayton, R N; Mayeda, T K</p> <p>2008-02-20</p> <p>Bulk chemical and oxygen, magnesium and silicon isotopic compositions were measured for each of 17 Types A and B refractory <span class="hlt">inclusions</span> from CV3 chondrites. After bulk chemical compositions were corrected for non-representative sampling in the laboratory, the Mg and Si isotopic compositions of each <span class="hlt">inclusion</span> were used to calculate its original chemical composition assuming that the heavy-isotope enrichments of these elements are due to Rayleigh fractionation that accompanied their evaporation from CMAS liquids. The resulting pre-evaporation chemical compositions are consistent with those predicted by equilibrium thermodynamic calculations for high-temperature nebular condensates but only if different <span class="hlt">inclusions</span> condensed from nebular regions that ranged in total pressure from 10{sup -6} to 10{sup -1} bar, regardless of whether they formed in a system of solar composition or in one enriched in OC dust relative to gas by a factor of ten relative to solar composition. This is similar to the range of total pressures predicted by dynamic models of the solar nebula for regions whose temperatures are in the range of silicate condensation temperatures. Alternatively, if departure from equilibrium condensation and/or non-representative sampling of condensates in the nebula occurred, the inferred range of total pressure could be smaller. Simple kinetic modeling of evaporation successfully reproduces observed chemical compositions of most <span class="hlt">inclusions</span> from their inferred pre-evaporation compositions, suggesting that closed-system isotopic exchange processes did not have a significant effect on their isotopic compositions. Comparison of pre-evaporation compositions with observed ones indicates that 80% of the enrichment in refractory CaO + Al{sub 2}O{sub 3} relative to more volatile MgO + SiO{sub 2} is due to initial condensation and 20% due to subsequent evaporation for both Type A and Type B <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24813164','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24813164"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of β-cyclodextrin-dinitrocompounds as UV absorber for ballpoint pen ink.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Srinivasan, Krishnan; Radhakrishnan, S; Stalin, Thambusamy</p> <p>2014-08-14</p> <p>2,4-Dinitrophenol (2,4-DNP), 2,4-dinitroaniline (2,4-DNA), 2,6-dinitroaniline (2,6-DNA) and 2,6-dinitrobenzoic acid (2,6-DNB) has appeared for the UV absorption bands in different wavelength region below 400 nm, a combination of these dinitro aromatic <span class="hlt">compounds</span> gave the broad absorption spectra within the UV region. The absorption intensities have been increased by preparation of the <span class="hlt">inclusion</span> complex of dinitro <span class="hlt">compounds</span> with β-cyclodextrin (β-CD). Prepared <span class="hlt">inclusion</span> complexes are used to improve the UV protection properties of the ball point pen ink against photo degradation. The formation of solid <span class="hlt">inclusion</span> complexes was characterized by FT-IR, and (1)H NMR spectroscopy. The UV protecting properties of these <span class="hlt">inclusion</span> complexes were calculated their sun protection factor (SPF) is also discussed. The stability of the ballpoint pen ink has been confirmed by UV-Visible spectroscopic method. PMID:24813164</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AcSpA.129..551S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AcSpA.129..551S"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of ?-cyclodextrin-dinitrocompounds as UV absorber for ballpoint pen ink</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Srinivasan, Krishnan; Radhakrishnan, S.; Stalin, Thambusamy</p> <p>2014-08-01</p> <p>2,4-Dinitrophenol (2,4-DNP), 2,4-dinitroaniline (2,4-DNA), 2,6-dinitroaniline (2,6-DNA) and 2,6-dinitrobenzoic acid (2,6-DNB) has appeared for the UV absorption bands in different wavelength region below 400 nm, a combination of these dinitro aromatic <span class="hlt">compounds</span> gave the broad absorption spectra within the UV region. The absorption intensities have been increased by preparation of the <span class="hlt">inclusion</span> complex of dinitro <span class="hlt">compounds</span> with ?-cyclodextrin (?-CD). Prepared <span class="hlt">inclusion</span> complexes are used to improve the UV protection properties of the ball point pen ink against photo degradation. The formation of solid <span class="hlt">inclusion</span> complexes was characterized by FT-IR, and 1H NMR spectroscopy. The UV protecting properties of these <span class="hlt">inclusion</span> complexes were calculated their sun protection factor (SPF) is also discussed. The stability of the ballpoint pen ink has been confirmed by UV-Visible spectroscopic method.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010EGUGA..12.6754B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010EGUGA..12.6754B"><span id="translatedtitle">Volatile Release From The Siberian Traps Inferred From Melt <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Black, Benjamin A.; Elkins-Tanton, Linda T.; Rowe, Michael C.; Ukstins Peate, Ingrid</p> <p>2010-05-01</p> <p>The Siberian Traps Large Igneous Province is one of the largest known continental flood volcanic provinces in the Phanerozoic. The quantification of volatile degassing is particularly important because the Siberian Traps have often been invoked as a possible trigger for the end-Permian mass extinction (e.g. Campbell et al., 1992; Wignall, 2001). Volatile degassing provides a crucial mechanism to link mafic volcanic eruption with global environmental change. Mafic flood basalt magmas are expected to have low volatile contents (similar to mid-ocean ridge basalts). However, Siberian Traps magmas were chambered in and erupted through a thick sedimentary basin and may have interacted with, and obtained volatiles from, sedimentary lithologies such as limestone, coal, and evaporite. Melt <span class="hlt">inclusions</span> from the Siberian Traps provide insight into the potential total volatile budget throughout the evolution of the large igneous province. These droplets of trapped melt may preserve volatile species that would otherwise have degassed at the time of eruption. We present data from the analysis of more than 100 melt <span class="hlt">inclusions</span>, including both homogenized <span class="hlt">inclusions</span> and rare glassy <span class="hlt">inclusions</span> with low crystallinity. Many melt <span class="hlt">inclusions</span> from tuffs and flows near the base of the Siberian Traps sequence are substantially enriched in chlorine and fluorine compared to Deccan Traps and Laki melt <span class="hlt">inclusions</span> (Self et al., 2008; Thordarson et al., 1996). These <span class="hlt">inclusions</span> record chlorine concentrations up to ~1400 ppm, and fluorine concentrations up to ~5000 ppm. Olivines from the Maymechinsky suite, recognized as the last extrusive products of Siberian Traps volcanism, contain melt <span class="hlt">inclusions</span> with maximum sulfur concentrations in the range of ~5000 ppm and substantial concentrations of chlorine. Intrusive igneous rocks from the province also display significant volatile contents. A sill from the Ust-Ilimsk region yielded plagioclase-hosted melt <span class="hlt">inclusions</span> which contain chlorine and fluorine concentrations in the range of one weight percent. Visscher et al. (2004) proposed that chlorofluorocarbon <span class="hlt">compounds</span> (CFCs) may have played a major role in the terrestrial end-Permian extinction. These CFCs are powerful catalysts for the breakdown of ozone, a process which can expose the biosphere to increased ultraviolet radiation. Measurements of elevated chlorine and fluorine from the Siberian Traps may thus provide a concrete source for CFCs that could have triggered this kill mechanism.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045654','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045654"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2002-01-01</p> <p>Seawater and natural brines accounted for about 60% of US magnesium <span class="hlt">compounds</span> production in 2001. Dead-burned and caustic-calcined magnesias were recovered from seawater in Florida by Premier Chemicals. They were also recovered from Michigan well brines by Dow Chemical, Martin Marietta Magnesia Specialties and Rohm & Haas. And Premier Chemicals recovered dead-burned and caustic-calcined magnesias from magnesite in Nevada. Reilly Industries and Great Salt Lake Minerals recovered magnesium chloride brines from the Great Salt Lake in Utah.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70044884','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044884"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2010-01-01</p> <p>Seawater and natural brines accounted for about 40 percent of U.S. magnesium <span class="hlt">compounds</span> production in 2009. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties from well brines in Michigan. Caustic-calcined magnesia was recovered from seawater by Premier Chemicals in Florida, from well brines in Michigan by Martin Marietta and from magnesite in Nevada by Premier Chemicals. Intrepid Potash-Wendover, and Great Salt Lake Minerals Corp. recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from seawater by SPI Pharma in Delaware and Premier Chemicals in Florida, and by Martin Marietta from its operation mentioned above.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70044897','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044897"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2011-01-01</p> <p>Seawater and natural brines accounted for about 54 percent of U.S. magnesium <span class="hlt">compounds</span> production in 2010. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties from well brines in Michigan. Caustic-calcined magnesia was recovered from seawater by Premier Magnesia in Florida, from well brines in Michigan by Martin Marietta and from magnesite in Nevada by Premier Magnesia. Intrepid Potash-Wendover and Great Salt Lake Minerals Corp. recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from seawater by SPI Pharma in Delaware and Premier Magnesia in Florida, and by Martin Marietta from its operation mentioned above.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24189259','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24189259"><span id="translatedtitle">Application of DNA chip scanning technology for automatic detection of Chlamydia trachomatis and Chlamydia pneumoniae <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bogdanov, Anita; Endrész, Valeria; Urbán, Szabolcs; Lantos, Ildikó; Deák, Judit; Burián, Katalin; Önder, Kamil; Ayaydin, Ferhan; Balázs, Péter; Virok, Dezso P</p> <p>2014-01-01</p> <p>Chlamydiae are obligate intracellular bacteria that propagate in the <span class="hlt">inclusion</span>, a specific niche inside the host cell. The standard method for counting chlamydiae is immunofluorescent staining and manual counting of chlamydial <span class="hlt">inclusions</span>. High- or medium-throughput estimation of the reduction in chlamydial <span class="hlt">inclusions</span> should be the basis of testing antichlamydial <span class="hlt">compounds</span> and other drugs that positively or negatively influence chlamydial growth, yet low-throughput manual counting is the common approach. To overcome the time-consuming and subjective manual counting, we developed an automatic <span class="hlt">inclusion</span>-counting system based on a commercially available DNA chip scanner. Fluorescently labeled <span class="hlt">inclusions</span> are detected by the scanner, and the image is processed by ChlamyCount, a custom plug-in of the ImageJ software environment. ChlamyCount was able to measure the <span class="hlt">inclusion</span> counts over a 1-log-unit dynamic range with a high correlation to the theoretical counts. ChlamyCount was capable of accurately determining the MICs of the novel antimicrobial <span class="hlt">compound</span> PCC00213 and the already known antichlamydial antibiotics moxifloxacin and tetracycline. ChlamyCount was also able to measure the chlamydial growth-altering effect of drugs that influence host-bacterium interaction, such as gamma interferon, DEAE-dextran, and cycloheximide. ChlamyCount is an easily adaptable system for testing antichlamydial antimicrobials and other <span class="hlt">compounds</span> that influence Chlamydia-host interactions. PMID:24189259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1233459','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1233459"><span id="translatedtitle">Differentiating <span class="hlt">inclusion</span> complexes from host molecules by tapping-mode atomic force microscopy.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Muñoz-Botella, S; Martin, M A; del Castillo, B; Vázquez, L</p> <p>1996-01-01</p> <p>Tapping-mode atomic force microscopy imaging under different cantilever vibration amplitudes has been used to differentiate the host beta-cyclodextrin nanotubes from retinal/beta-cyclodextrin <span class="hlt">inclusion</span> complex nanotubes. It was observed that both <span class="hlt">compounds</span> were deformed differently by the applied probe force because of their different local rigidity. This change in the elasticity properties can be explained as a consequence of the <span class="hlt">inclusion</span> process. This method shows that tapping-mode atomic force microscopy is an useful tool to map soft sample elasticity properties and to distinguish <span class="hlt">inclusion</span> complexes from their host molecules on the basis of their different mechanical response. Images FIGURE 1 FIGURE 2 FIGURE 3 PMID:8804591</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045651','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045651"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2007-01-01</p> <p>Seawater and natural brines accounted for about 52 percent of U.S. magnesium <span class="hlt">compounds</span> production in 2006. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties from well brines in Michigan. Caustic-calcined magnesia was recovered from sea-water by Premier Chemicals in Florida; from well brines in Michigan by Martin Marietta and Rohm and Haas; and from magnesite in Nevada by Premier Chemicals. Intrepid Potash-Wendover and Great Salt Lake Minerals recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from brucite by Applied Chemical Magnesias in Texas, from seawater by SPI Pharma in Delaware and Premier Chemicals in Florida, and by Martin Marietta and Rohm and Haas from their operations mentioned above. About 59 percent of the magnesium <span class="hlt">compounds</span> consumed in the United States was used for refractories that are used mainly to line steelmaking furnaces. The remaining 41 percent was consumed in agricultural, chemical, construction, environmental and industrial applications.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/14959834','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/14959834"><span id="translatedtitle">Refolding of <span class="hlt">inclusion</span> body proteins.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mayer, Marcus; Buchner, Johannes</p> <p>2004-01-01</p> <p>Genome sequencing projects have led to the identification of an enormous number of open reading frames that code for unknown proteins. Elucidation of the structure and function of these proteins makes it necessary to produce proteins fast, in high yields and at low cost. The recombinant expression of proteins in bacterial hosts often results in the formation of <span class="hlt">inclusion</span> bodies. Here, the protein accumulates in large quantities separated from the cellular protein. However, the protein is insoluble and inactive. Thus, it is necessary to establish efficient refolding protocols. Progress has been made recently in this field concerning refolding strategies, the use of low-molecular-weight additives as folding enhancers, and the determination of optimum refolding parameters. Here we present an overview of the refolding technology and give a standard protocol for <span class="hlt">inclusion</span> body refolding. PMID:14959834</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21846320','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21846320"><span id="translatedtitle">Recent patents on amylose-flavor <span class="hlt">inclusion</span> complex nano particles preparation and their application.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Feng, Tao; Zhuang, Hai N; Xiao, Zuo B; Tian, Huai X</p> <p>2011-09-01</p> <p>Lipophilic and hydrophilic <span class="hlt">compounds</span> that are solubilized in the form of nano-sized particles, or "nanoparticles", can be used in pharmacology, in the production of food additives, cosmetics, and agriculture, as well as in pet foods and veterinary products, amongst other uses. This review focuses on nanoparticles and methods for the production of soluble nanoparticles and, in particular, <span class="hlt">inclusion</span> complexes of water-insoluble lipophilic and water-soluble hydrophilic organic materials, especially flavor <span class="hlt">compounds</span>. The host molecule is namely V-amylose or modified starch molecule, which could form a cavity to fix or secure guest molecules. Thus, the V-amylose molecular properties and the molecular <span class="hlt">inclusion</span> complex formation mechanism is firstly introduced, then amylose-other ingredients <span class="hlt">inclusion</span> complex preparation and application are listed, finally amylose-flavor molecular <span class="hlt">inclusion</span> complex preparations and its application have been overviewed. Through this review, it is concluded that amylose-small chemical molecule <span class="hlt">inclusion</span> complexes, especially amylose-flavor <span class="hlt">inclusion</span> complexes have a marvelous application prospect and have great significance to develop the nano-product application field. This paper reviews the recent patents on amylose-flavour <span class="hlt">inclusion</span> complex nano particles preparation and their application. PMID:21846320</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=retrieve&db=pubmed&list_uids=21846320&dopt=AbstractPlus','TOXNETTOXLINE'); return false;" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=retrieve&db=pubmed&list_uids=21846320&dopt=AbstractPlus"><span id="translatedtitle">Recent patents on amylose-flavor <span class="hlt">inclusion</span> complex nano particles preparation and their application.</span></a></p> <p><a target="_blank" href="http://toxnet.nlm.nih.gov/cgi-bin/sis/htmlgen?TOXLINE">TOXLINE Toxicology Bibliographic Information</a></p> <p>Feng T; Zhuang HN; Xiao ZB; Tian HX</p> <p>2011-09-01</p> <p>Lipophilic and hydrophilic <span class="hlt">compounds</span> that are solubilized in the form of nano-sized particles, or "nanoparticles", can be used in pharmacology, in the production of food additives, cosmetics, and agriculture, as well as in pet foods and veterinary products, amongst other uses. This review focuses on nanoparticles and methods for the production of soluble nanoparticles and, in particular, <span class="hlt">inclusion</span> complexes of water-insoluble lipophilic and water-soluble hydrophilic organic materials, especially flavor <span class="hlt">compounds</span>. The host molecule is namely V-amylose or modified starch molecule, which could form a cavity to fix or secure guest molecules. Thus, the V-amylose molecular properties and the molecular <span class="hlt">inclusion</span> complex formation mechanism is firstly introduced, then amylose-other ingredients <span class="hlt">inclusion</span> complex preparation and application are listed, finally amylose-flavor molecular <span class="hlt">inclusion</span> complex preparations and its application have been overviewed. Through this review, it is concluded that amylose-small chemical molecule <span class="hlt">inclusion</span> complexes, especially amylose-flavor <span class="hlt">inclusion</span> complexes have a marvelous application prospect and have great significance to develop the nano-product application field. This paper reviews the recent patents on amylose-flavour <span class="hlt">inclusion</span> complex nano particles preparation and their application.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ghr.nlm.nih.gov/condition/inclusion-body-myopathy-2','NIH-MEDLINEPLUS'); return false;" href="https://ghr.nlm.nih.gov/condition/inclusion-body-myopathy-2"><span id="translatedtitle">Genetics Home Reference: <span class="hlt">inclusion</span> body myopathy 2</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... <span class="hlt">inclusion</span> body myopathy: the Middle Eastern genetic cluster. Neurology. 2003 May 13;60(9):1519-23. Eisenberg ... vacuoles is allelic to hereditary <span class="hlt">inclusion</span> body myopathy. Neurology. 2002 Dec 10;59(11):1689-93. Nonaka ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=4&id=EJ863241','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=4&id=EJ863241"><span id="translatedtitle"><span class="hlt">Inclusive</span> Attitudes: A Pre-Service Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ryan, Thomas G.</p> <p>2009-01-01</p> <p>This enquiry has shown that pre-service teachers in Ontario, Canada (n = 141), believe they have the prerequisite training and knowledge to be <span class="hlt">inclusive</span> educators. They believe <span class="hlt">inclusion</span> is effective and produces required results for both identified and non-identified students. <span class="hlt">Inclusion</span> was viewed as a difficult proposition dependent upon several</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ994981.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ994981.pdf"><span id="translatedtitle">Ingredients for <span class="hlt">Inclusion</span>: Lessons from the Literature</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2012-01-01</p> <p>This paper explores features of successful <span class="hlt">inclusion</span> through examples found in the literature. Schools have been given the imperative to become more <span class="hlt">inclusive</span> through various government pronouncements and initiatives, but guidance in achieving that goal has been arguably wanting. School communities that have demonstrated more <span class="hlt">inclusive</span> practice…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Intellectual+AND+Compatibility&id=EJ669622','ERIC'); return false;" href="http://eric.ed.gov/?q=Intellectual+AND+Compatibility&id=EJ669622"><span id="translatedtitle">Deconstructing Normalisation: Clearing the Way for <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Culham, Andrew; Nind, Melanie</p> <p>2003-01-01</p> <p>This paper considers two major movements affecting the lives of people with intellectual disabilities: normalization and <span class="hlt">inclusion</span>. It reviews the aims, processes, and outcomes of the normalization and social role valorization movement and explores its compatibility with <span class="hlt">inclusion</span>. Lessons from normalization are applied to the <span class="hlt">inclusion</span> movement.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education&pg=7&id=ED526393','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education&pg=7&id=ED526393"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Examining Equity on Five Continents</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Artiles, Alfredo J., Ed.; Kozleski, Elizabeth B., Ed.; Waitoller, Federico R., Ed.</p> <p>2011-01-01</p> <p>Despite the impressive growth of <span class="hlt">inclusive</span> education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of <span class="hlt">inclusive</span> education by analyzing equity concerns that have emerged from the implementation of <span class="hlt">inclusive</span> education models in nine nations on five…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=dussel&id=ED526393','ERIC'); return false;" href="http://eric.ed.gov/?q=dussel&id=ED526393"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Examining Equity on Five Continents</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Artiles, Alfredo J., Ed.; Kozleski, Elizabeth B., Ed.; Waitoller, Federico R., Ed.</p> <p>2011-01-01</p> <p>Despite the impressive growth of <span class="hlt">inclusive</span> education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of <span class="hlt">inclusive</span> education by analyzing equity concerns that have emerged from the implementation of <span class="hlt">inclusive</span> education models in nine nations on five</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/7095507','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/7095507"><span id="translatedtitle">Ultrastructural cytochemical analysis of intranuclear arsenic <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Sorensen, E.M.B.</p> <p>1987-01-01</p> <p>To establish the chemical composition of the arsenic <span class="hlt">inclusion</span>, freshly isolated preparations of <span class="hlt">inclusions</span> and epon-embedded thin sections of <span class="hlt">inclusions</span> were subjected to ultrastructural cytochemical analysis. Intranuclear <span class="hlt">inclusions</span> are composed of amorphous, arsenic-containing subunits aligned linearly to form a coiled complex. Lipase, ribonuclease, deoxyribonuclease, trypsin, pepsin, protease, amylase, or ethylenediaminetetraacetic acid (EDTA) was used to digest or chelate these <span class="hlt">inclusions</span>. Following enzymatic digestion or chelation, the electron opacity of <span class="hlt">inclusions</span> was compared with that of control sections exposed for equal times to equivalent solutions lacking the enzymes. Exposure to amylase caused a consistent reduction in the electron opacity of thin sections of <span class="hlt">inclusions</span> and almost complete digestion of the freshly isolated preparations of <span class="hlt">inclusions</span>. This was indicative of the presence of a carbohydrate moiety within arsenic <span class="hlt">inclusions</span>. Incubation of <span class="hlt">inclusions</span> with EDTA resulted in solubilization of freshly isolated and thin-sectioned embedded material. These data indicated that the intranuclear arsenic <span class="hlt">inclusion</span> is composed of both metallic and carbohydrate moieties, confirming earlier studies which identified arsenic within <span class="hlt">inclusions</span> using instrumental neutron activation analysis and x-ray microprobe analysis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1040134.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1040134.pdf"><span id="translatedtitle">Elements of <span class="hlt">Inclusion</span>: Findings from the Field</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2014-01-01</p> <p>The Ministry of Education has set the target of 100% of New Zealand schools to be "mostly" <span class="hlt">inclusive</span> by 2014. But what are the essential elements of <span class="hlt">inclusion</span>? This paper explores essential core elements that allow <span class="hlt">inclusion</span> to flourish. Based on an extensive time in the field as part of a year-long doctoral research project, these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=public+AND+relations+AND+definition&pg=5&id=EJ915329','ERIC'); return false;" href="http://eric.ed.gov/?q=public+AND+relations+AND+definition&pg=5&id=EJ915329"><span id="translatedtitle"><span class="hlt">Inclusion</span>: By Choice or by Chance?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Armstrong, Derrick; Armstrong, Ann Cheryl; Spandagou, Ilektra</p> <p>2011-01-01</p> <p>This paper explores the development internationally of the <span class="hlt">inclusive</span> education perspective. <span class="hlt">Inclusive</span> education as a late modernity reform project is exemplified in the call for "Education for All". Despite the simplicity of its message, <span class="hlt">inclusion</span> is highly contestable. We argue in this paper that the key questions raised by the concept of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ1095510','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ1095510"><span id="translatedtitle">Teachers' Experience with <span class="hlt">Inclusive</span> Education in Singapore</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; Huan, Vivien S.</p> <p>2016-01-01</p> <p>Teachers' positive attitude is most critically and consistently associated with successful <span class="hlt">inclusion</span>. However, little is known about teachers' first-hand encounters with <span class="hlt">inclusive</span> education in Singapore. We present findings from a qualitative study on <span class="hlt">inclusion</span> based on focus group interviews with 202 teachers from 41 resourced primary schools.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=5&id=EJ863241','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=5&id=EJ863241"><span id="translatedtitle"><span class="hlt">Inclusive</span> Attitudes: A Pre-Service Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ryan, Thomas G.</p> <p>2009-01-01</p> <p>This enquiry has shown that pre-service teachers in Ontario, Canada (n = 141), believe they have the prerequisite training and knowledge to be <span class="hlt">inclusive</span> educators. They believe <span class="hlt">inclusion</span> is effective and produces required results for both identified and non-identified students. <span class="hlt">Inclusion</span> was viewed as a difficult proposition dependent upon several…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=preparation+AND+perfect&pg=3&id=EJ627552','ERIC'); return false;" href="http://eric.ed.gov/?q=preparation+AND+perfect&pg=3&id=EJ627552"><span id="translatedtitle">"<span class="hlt">Inclusion</span> in Practice": Does Practice Make Perfect?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Slee, Roger</p> <p>2001-01-01</p> <p>Discusses four issues raised in this special issue: (1) problems with the term "<span class="hlt">inclusion</span>"; (2) reductionist approaches to <span class="hlt">inclusive</span> education; (3) politics of special education research and the need to include parent and student voices; and (4) preparation of teachers for <span class="hlt">inclusive</span> education. (Contains 53 references.) (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED442211.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED442211.pdf"><span id="translatedtitle">Extremes of <span class="hlt">Inclusion</span>: Too Much, Too Little.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seifert, Kelvin L.</p> <p></p> <p>This study investigated the <span class="hlt">inclusion</span> of two children (age 7) in a general education classroom to illustrate the concepts of under <span class="hlt">inclusion</span> and over <span class="hlt">inclusion</span>. One child, who was found to be under included, rarely played with classmates on the playground and during "choice time" in class spent most of his time watching other children work or</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED394248.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED394248.pdf"><span id="translatedtitle">Feature Issue on <span class="hlt">Inclusion</span> and School Restructuring.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vandercook, Terri; York-Barr, Jennifer</p> <p>1996-01-01</p> <p>This feature issue on <span class="hlt">inclusion</span> and school restructuring for students with and without disabilities contains the following articles: (1) "The 7 Habits for Educators" (Terri Vandercook); (2) "The Evolution of <span class="hlt">Inclusive</span> Education" (Jennifer York-Barr and Terri Vandercook); (3) "Creating <span class="hlt">Inclusive</span> Schools: What Does the Research Say?" (Margaret J.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=attitude+AND+training&pg=6&id=ED536024','ERIC'); return false;" href="http://eric.ed.gov/?q=attitude+AND+training&pg=6&id=ED536024"><span id="translatedtitle">Louisiana High School Principals' Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lorio, Katherine Matranga</p> <p>2011-01-01</p> <p>Principals' attitudes toward <span class="hlt">inclusion</span> have been shown to have a positive impact on successful <span class="hlt">inclusive</span> practices within schools. Providing guidance, support, and training to assist the faculty and staff with <span class="hlt">inclusion</span> had been acknowledged to make a difference for schools administrators who were making changes to include more students with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=forging&pg=2&id=EJ897686','ERIC'); return false;" href="http://eric.ed.gov/?q=forging&pg=2&id=EJ897686"><span id="translatedtitle">Forging <span class="hlt">Inclusive</span> Solutions: Experiential Earth Charter Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hill, Linda D.</p> <p>2010-01-01</p> <p>Forging <span class="hlt">Inclusive</span> Solutions describes the aims, methodology and outcomes of <span class="hlt">Inclusive</span> Leadership Adventures, an experiential education curriculum for exploring the Earth Charter. Experiential education builds meaningful relationships, skills, awareness and an <span class="hlt">inclusive</span> community based on the Earth Charter principles. When we meet people where they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=measuring+AND+system&id=EJ1029899','ERIC'); return false;" href="http://eric.ed.gov/?q=measuring+AND+system&id=EJ1029899"><span id="translatedtitle">Measuring <span class="hlt">Inclusive</span> Education Outcomes in Alberta, Canada</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Loreman, Tim</p> <p>2014-01-01</p> <p>This study details the results of a review of the academic and public sector literature on measuring <span class="hlt">inclusive</span> education in large systems. It highlights some outcomes drawn from the international literature on <span class="hlt">inclusion</span> that might be indicative of the presence and quality of <span class="hlt">inclusive</span> education in an effort to develop a set of outcomes for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=alberta&id=EJ1029899','ERIC'); return false;" href="http://eric.ed.gov/?q=alberta&id=EJ1029899"><span id="translatedtitle">Measuring <span class="hlt">Inclusive</span> Education Outcomes in Alberta, Canada</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Loreman, Tim</p> <p>2014-01-01</p> <p>This study details the results of a review of the academic and public sector literature on measuring <span class="hlt">inclusive</span> education in large systems. It highlights some outcomes drawn from the international literature on <span class="hlt">inclusion</span> that might be indicative of the presence and quality of <span class="hlt">inclusive</span> education in an effort to develop a set of outcomes for</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/7148000','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/7148000"><span id="translatedtitle">Bismaleimide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Adams, J.E.; Jamieson, D.R.</p> <p>1986-01-14</p> <p>Bismaleimides of the formula shown in the diagram wherein R[sub 1] and R[sub 2] each independently is H, C[sub 1-4]-alkyl, C[sub 1-4]-alkoxy, Cl or Br, or R[sub 1] and R[sub 2] together form a fused 6-membered hydrocarbon aromatic ring, with the proviso that R[sub 1] and R[sub 2] are not t-butyl or t-butoxy; X is O, S or Se; n is 1--3; and the alkylene bridging group, optionally, is substituted by 1--3 methyl groups or by fluorine, form polybismaleimide resins which have valuable physical properties. Uniquely, these <span class="hlt">compounds</span> permit extended cure times, i.e., they remain fluid for a time sufficient to permit the formation of a homogeneous melt prior to curing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/865740','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/865740"><span id="translatedtitle">Bismaleimide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Adams, Johnnie E.; Jamieson, Donald R.</p> <p>1986-01-14</p> <p>Bismaleimides of the formula ##STR1## wherein R.sub.1 and R.sub.2 each independently is H, C.sub.1-4 -alkyl, C.sub.1-4 -alkoxy, C1 or Br, or R.sub.1 and R.sub.2 together form a fused 6-membered hydrocarbon aromatic ring, with the proviso that R.sub.1 and R.sub.2 are not t-butyl or t-butoxy; X is O, S or Se; n is 1-3; and the alkylene bridging group, optionally, is substituted by 1-3 methyl groups or by fluorine, form polybismaleimide resins which have valuable physical properties. Uniquely, these <span class="hlt">compounds</span> permit extended cure times, i.e., they remain fluid for a time sufficient to permit the formation of a homogeneous melt prior to curing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70044814','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044814"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2012-01-01</p> <p>Seawater and natural brines accounted for about 57 percent of magnesium <span class="hlt">compounds</span> produced in the United States in 2011. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties LLC from well brines in Michigan. Caustic-calcined magnesia was recovered from seawater by Premier Magnesia LLC in Florida, from well brines in Michigan by Martin Marietta and from magnesite in Nevada by Premier Magnesia. Intrepid Potash Wendover LLC and Great Salt Lake Minerals Corp. recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from seawater by SPI Pharma Inc. in Delaware and Premier Magnesia in Florida, and by Martin Marietta from its brine operation in Michigan.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=environment+AND+cost&pg=7&id=EJ1037695','ERIC'); return false;" href="http://eric.ed.gov/?q=environment+AND+cost&pg=7&id=EJ1037695"><span id="translatedtitle">Questioning Secondary <span class="hlt">Inclusive</span> Education: Are <span class="hlt">Inclusive</span> Classrooms Always Best for Students?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tkachyk, Ruth Elizabeth</p> <p>2013-01-01</p> <p>Educating students with special needs in <span class="hlt">inclusive</span> settings has become a priority for westernized governments as they strive to create more <span class="hlt">inclusive</span> societies. While recognizing the societal benefits of <span class="hlt">inclusion</span>, teachers and parents question whether or not implementation of full <span class="hlt">inclusion</span> will come at the expense of learners' individual…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6883233','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6883233"><span id="translatedtitle"><span class="hlt">Inclusion</span>-initiated fracture model for ceramics</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Sung, J.; Nicholson, P.S. . Ceramic Engineering Research Group)</p> <p>1990-03-01</p> <p>The fracture of ceramics initiating from a typical <span class="hlt">inclusion</span> is analyzed. The <span class="hlt">inclusion</span> is considered to have a thermal expansion coefficient and fracture toughness lower than those of the matrix and a Young's modulus higher than that of the matrix. <span class="hlt">Inclusion</span>-initiated fracture is modeled for a spherical <span class="hlt">inclusion</span> using a weight function method to compute the residual stress intensity factor for a part-through elliptical crack. The results are applied to an {alpha}-Al{sub 2}O{sub 3} <span class="hlt">inclusion</span> embedded in a tetragonal ZrO{sub 2} ceramic. The strength predictions agree well with experimental data.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4448859','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4448859"><span id="translatedtitle">Nonlinear neutral <span class="hlt">inclusions</span>: assemblages of coated ellipsoids</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bolaños, Silvia Jiménez; Vernescu, Bogdan</p> <p>2015-01-01</p> <p>The problem of determining nonlinear neutral <span class="hlt">inclusions</span> in (electrical or thermal) conductivity is considered. Neutral <span class="hlt">inclusions</span>, inserted in a matrix containing a uniform applied electric field, do not disturb the field outside the <span class="hlt">inclusions</span>. The well-known Hashin-coated sphere construction is an example of a neutral <span class="hlt">inclusion</span>. In this paper, we consider the problem of constructing neutral <span class="hlt">inclusions</span> from nonlinear materials. In particular, we discuss assemblages of coated ellipsoids. The proposed construction is neutral for a given applied field. PMID:26064633</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21430721','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21430721"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness theory and eusociality.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Abbot, Patrick; Abe, Jun; Alcock, John; Alizon, Samuel; Alpedrinha, Joao A C; Andersson, Malte; Andre, Jean-Baptiste; van Baalen, Minus; Balloux, Francois; Balshine, Sigal; Barton, Nick; Beukeboom, Leo W; Biernaskie, Jay M; Bilde, Trine; Borgia, Gerald; Breed, Michael; Brown, Sam; Bshary, Redouan; Buckling, Angus; Burley, Nancy T; Burton-Chellew, Max N; Cant, Michael A; Chapuisat, Michel; Charnov, Eric L; Clutton-Brock, Tim; Cockburn, Andrew; Cole, Blaine J; Colegrave, Nick; Cosmides, Leda; Couzin, Iain D; Coyne, Jerry A; Creel, Scott; Crespi, Bernard; Curry, Robert L; Dall, Sasha R X; Day, Troy; Dickinson, Janis L; Dugatkin, Lee Alan; El Mouden, Claire; Emlen, Stephen T; Evans, Jay; Ferriere, Regis; Field, Jeremy; Foitzik, Susanne; Foster, Kevin; Foster, William A; Fox, Charles W; Gadau, Juergen; Gandon, Sylvain; Gardner, Andy; Gardner, Michael G; Getty, Thomas; Goodisman, Michael A D; Grafen, Alan; Grosberg, Rick; Grozinger, Christina M; Gouyon, Pierre-Henri; Gwynne, Darryl; Harvey, Paul H; Hatchwell, Ben J; Heinze, Jürgen; Helantera, Heikki; Helms, Ken R; Hill, Kim; Jiricny, Natalie; Johnstone, Rufus A; Kacelnik, Alex; Kiers, E Toby; Kokko, Hanna; Komdeur, Jan; Korb, Judith; Kronauer, Daniel; Kümmerli, Rolf; Lehmann, Laurent; Linksvayer, Timothy A; Lion, Sébastien; Lyon, Bruce; Marshall, James A R; McElreath, Richard; Michalakis, Yannis; Michod, Richard E; Mock, Douglas; Monnin, Thibaud; Montgomerie, Robert; Moore, Allen J; Mueller, Ulrich G; Noë, Ronald; Okasha, Samir; Pamilo, Pekka; Parker, Geoff A; Pedersen, Jes S; Pen, Ido; Pfennig, David; Queller, David C; Rankin, Daniel J; Reece, Sarah E; Reeve, Hudson K; Reuter, Max; Roberts, Gilbert; Robson, Simon K A; Roze, Denis; Rousset, Francois; Rueppell, Olav; Sachs, Joel L; Santorelli, Lorenzo; Schmid-Hempel, Paul; Schwarz, Michael P; Scott-Phillips, Tom; Shellmann-Sherman, Janet; Sherman, Paul W; Shuker, David M; Smith, Jeff; Spagna, Joseph C; Strassmann, Beverly; Suarez, Andrew V; Sundström, Liselotte; Taborsky, Michael; Taylor, Peter; Thompson, Graham; Tooby, John; Tsutsui, Neil D; Tsuji, Kazuki; Turillazzi, Stefano; Ubeda, Francisco; Vargo, Edward L; Voelkl, Bernard; Wenseleers, Tom; West, Stuart A; West-Eberhard, Mary Jane; Westneat, David F; Wiernasz, Diane C; Wild, Geoff; Wrangham, Richard; Young, Andrew J; Zeh, David W; Zeh, Jeanne A; Zink, Andrew</p> <p>2011-03-24</p> <p>Arising from M. A. Nowak, C. E. Tarnita & E. O. Wilson 466, 1057-1062 (2010); Nowak et al. reply. Nowak et al. argue that <span class="hlt">inclusive</span> fitness theory has been of little value in explaining the natural world, and that it has led to negligible progress in explaining the evolution of eusociality. However, we believe that their arguments are based upon a misunderstanding of evolutionary theory and a misrepresentation of the empirical literature. We will focus our comments on three general issues. PMID:21430721</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/945940','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/945940"><span id="translatedtitle">Semi-<span class="hlt">inclusive</span> DIS: Factorization</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Yuan, Feng</p> <p>2008-12-10</p> <p>In this talk, we will present a QCD factorization theorem for the semi-<span class="hlt">inclusive</span> deep-inelastic scattering with hadrons in the current fragmentation region detected at low transverse momentum. There has been considerable experimental and theoretical interest in semi-<span class="hlt">inclusive</span> hadron production in deep inelastic scattering (SIDIS) processes. For example, by studying the polarized and unpolarized SIDIS, one will be able to identify the sea quark distribution and polarization in nucleon, and the experimental results from the HERMES collaboration have revealed nontrivial sea structure in nucleon [1]. More recently, SIDIS opened a new window to study the transverse momentum dependent (TMD) parton distributions and fragmentation functions from the low transverse momentum hadron production. The transverse momentum distribution of the final state hadron is directly related to the transverse momentum dependence of the parton distributions and fragmentation. These studies will provide new opportunities to explore the partonic structure of nucleon, especially the three-dimension distribution of partons inside nucleon. The DIS experiments, including HERMES, COMPAS, and JLab Hall B collaborations, have studied various azimuthal asymmetries in SIDIS. In particular, the HERMES collaboration found sizable single spin asymmetries in these processes involving nontrivial QCD effects and hadron structure.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19840011860','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19840011860"><span id="translatedtitle">The crack-<span class="hlt">inclusion</span> interaction problem</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Xue-Hui, L.; Erdogan, F.</p> <p>1984-01-01</p> <p>The general plane elastostatic problem of interaction between a crack and an <span class="hlt">inclusion</span> is considered. The Green's functions for a pair of dislocations and a pair of concentrated body forces are used to generate the crack and the <span class="hlt">inclusion</span>. Integral equations are obtained for a line crack and an elastic line <span class="hlt">inclusion</span> having an arbitrary relative orientation and size. The nature of stress singularity around the end points of rigid and elastic <span class="hlt">inclusions</span> is described and three special cases of this intersection problem are studied. The problem is solved for an arbitrary uniform stress state away from the crack-<span class="hlt">inclusion</span> region. The nonintersecting crack-<span class="hlt">inclusion</span> problem is considered for various relative size, orientation, and stiffness parameters, and the stress intensity factors at the ends of the <span class="hlt">inclusion</span> and the crack are calculated. For the crack-<span class="hlt">inclusion</span> intersection case, special stress intensity factors are defined and are calculated for various values of the parameters defining the relative size and orientation of the crack and the <span class="hlt">inclusion</span> and the stiffness of the <span class="hlt">inclusion</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19830057637&hterms=Fluid+Inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DFluid%2BInclusions','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19830057637&hterms=Fluid+Inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DFluid%2BInclusions"><span id="translatedtitle">Refractory <span class="hlt">inclusions</span> in the Murchison meteorite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Macpherson, G. J.; Bar-Matthews, M.; Tanaka, T.; Grossman, L.; Olsen, E.</p> <p>1983-01-01</p> <p>Although melilite-rich and feldspathoid-bearing <span class="hlt">inclusions</span> have been revealed in the Murchison C2 chondrite by mineralogical and petrographic studies, none of these is identical to the <span class="hlt">inclusions</span> found to date in Allende. Each type of <span class="hlt">inclusion</span> is characterized by a different suite of alteration products and/or rim layers from all the other types, indicating modification of the <span class="hlt">inclusions</span> in a wide range of different physicochemical environments after their primary crystallization. All of these <span class="hlt">inclusions</span> contain some iron-free rim phases which could not have formed by reaction of the <span class="hlt">inclusions</span> with fluids in the Murchison parent body, because the latter would presumably have been rich in oxidized iron.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26590827','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26590827"><span id="translatedtitle">Studies on Absorption and Emission Characteristics of <span class="hlt">Inclusion</span> Complexes of Some 4-Arylidenamino-5-phenyl-4H-1, 2, 4-triazole-3-thiols.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Panda, Sunakar; Nayak, Sashikanta</p> <p>2016-03-01</p> <p>The <span class="hlt">inclusion</span> complexes of a series of 4-arylidenamino-5-phenyl-4H-1, 2, 4-triazole-3-thiols have been prepared with β-cyclodextrin. The <span class="hlt">compounds</span> and their <span class="hlt">inclusion</span> complexes have been characterized by studying their physical and spectral properties. The thermodynamic stability constant and free energy of activation have been determined to know the stability of <span class="hlt">inclusion</span> complexes and type of host-guest relation. Finally, absorption, excitation and emission spectra of the <span class="hlt">compounds</span> (4-arylidenamino-5-phenyl-4H-1, 2, 4-triazole-3-thiols) and their <span class="hlt">inclusion</span> complexes have been taken. It is found that <span class="hlt">inclusion</span> complex formation brings about a drastic change in absorption and fluorescence characteristic (both excitation and emission spectra) of newly synthesized <span class="hlt">compounds</span>. PMID:26590827</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24592259','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24592259"><span id="translatedtitle"><span class="hlt">Inclusion</span> bodies: not that bad….</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramón, Ana; Señorale-Pose, Mario; Marín, Mónica</p> <p>2014-01-01</p> <p>The formation of <span class="hlt">inclusion</span> bodies (IBs) constitute a frequent event during the production of heterologous proteins in bacterial hosts. Although the mechanisms leading to their formation are not completely understood, empirical data have been exploited trying to predict the aggregation propensity of specific proteins while a great number of strategies have been developed to avoid the generation of IBs. However, in many cases, the formation of such aggregates can be considered an advantage for basic research as for protein production. In this review, we focus on this positive side of IBs formation in bacteria. We present a compilation on recent advances on the understanding of IBs formation and their utilization as a model to understand protein aggregation and to explore strategies to control this process. We include recent information about their composition and structure, their use as an attractive approach to produce low cost proteins and other promising applications in Biomedicine. PMID:24592259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3924032','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3924032"><span id="translatedtitle"><span class="hlt">Inclusion</span> bodies: not that bad…</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ramón, Ana; Señorale-Pose, Mario; Marín, Mónica</p> <p>2014-01-01</p> <p>The formation of <span class="hlt">inclusion</span> bodies (IBs) constitute a frequent event during the production of heterologous proteins in bacterial hosts. Although the mechanisms leading to their formation are not completely understood, empirical data have been exploited trying to predict the aggregation propensity of specific proteins while a great number of strategies have been developed to avoid the generation of IBs. However, in many cases, the formation of such aggregates can be considered an advantage for basic research as for protein production. In this review, we focus on this positive side of IBs formation in bacteria. We present a compilation on recent advances on the understanding of IBs formation and their utilization as a model to understand protein aggregation and to explore strategies to control this process. We include recent information about their composition and structure, their use as an attractive approach to produce low cost proteins and other promising applications in Biomedicine. PMID:24592259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19892177','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19892177"><span id="translatedtitle">Refolding solubilized <span class="hlt">inclusion</span> body proteins.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Burgess, Richard R</p> <p>2009-01-01</p> <p>The vast majority of protein purification is now done with cloned, recombinant proteins expressed in a suitable host. The predominant host is Escherichia coli. Many, if not most, expressed proteins are found in an insoluble form called an <span class="hlt">inclusion</span> body (IB). Since the target protein is often relatively pure in a washed IB, the challenge is not so much to purify the target, but rather to solubilize an IB and refold the protein into its native structure, regaining full biological activity. While many of the operations of this process are quite general (expression, cell disruption, IB isolation and washing, and IB solubilization), the precise conditions that give efficient refolding differ for each protein. This chapter describes the main techniques and strategies for achieving successful refolding. PMID:19892177</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009inpo.book...79L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009inpo.book...79L"><span id="translatedtitle">Cyclodextrin <span class="hlt">Inclusion</span> Polymers Forming Hydrogels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Li, Jun</p> <p></p> <p>This chapter reviews the advances in the developments of supramolecular hydrogels based on the polypseudorotaxanes and polyrotaxanes formed by <span class="hlt">inclusion</span> complexes of cyclodextrins threading onto polymer chains. Both physical and chemical supramolecular hydrogels of many different types are discussed with respect to their preparation, structure, property, and gelation mechanism. A large number of physical supramolecular hydrogels were formed induced by self-assembly of densely packed cyclodextrin rings threaded on polymer or copolymer chains acting as physical crosslinking points. The thermo-reversible and thixotropic properties of these physical supramolecular hydrogels have inspired their applications as injectable drug delivery systems. Chemical supramolecular hydrogels synthesized from polypseudorotaxanes and polyrotaxanes were based on the chemical crosslinking of either the cyclodextrin molecules or the included polymer chains. The chemical supramolecular hydrogels were often made biodegradable through incorporation of hydrolyzable threading polymers, end caps, or crosslinkers, for their potential applications as biomaterials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23538129','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23538129"><span id="translatedtitle">Making the case for <span class="hlt">inclusive</span> design.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Waller, Sam; Bradley, Mike; Hosking, Ian; Clarkson, P John</p> <p>2015-01-01</p> <p>This paper describes the University of Cambridge, Engineering Design Centre's (EDC) case for <span class="hlt">inclusive</span> design, based on 10 years of research, promotion and knowledge transfer. In summary, <span class="hlt">inclusive</span> design applies an understanding of customer diversity to inform decisions throughout the development process, in order to better satisfy the needs of more people. Products that are more <span class="hlt">inclusive</span> can reach a wider market, improve customer satisfaction and drive business success. The rapidly ageing population increases the importance of this approach. The case presented here has helped to convince BT, Nestlé and others to adopt an <span class="hlt">inclusive</span> approach. PMID:23538129</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=Kimberlite&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DKimberlite','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=Kimberlite&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DKimberlite"><span id="translatedtitle">Shock Re-equilibration of Fluid <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Madden, M. E. Elwood; Horz, F.; Bodnar, R. J.</p> <p>2004-01-01</p> <p>Fluid <span class="hlt">inclusions</span> (microscopic volumes of fluid trapped within minerals as they precipitate) are extremely common in terrestrial minerals formed under a wide range of geological conditions from surface evaporite deposits to kimberlite pipes. While fluid <span class="hlt">inclusions</span> in terrestrial rocks are nearly ubiquitous, only a few fluid <span class="hlt">inclusion</span>-bearing meteorites have been documented. The scarcity of fluid <span class="hlt">inclusions</span> in meteoritic materials may be a result of (a) the absence of fluids when the mineral was formed on the meteorite parent body or (b) the destruction of fluid <span class="hlt">inclusions</span> originally contained in meteoritic materials by subsequent shock metamorphism. However, the effects of impact events on pre-existing fluid <span class="hlt">inclusions</span> trapped in target and projectile rocks has received little study. Fluid <span class="hlt">inclusions</span> trapped prior to the shock event may be altered (re-equilibrated) or destroyed due to the high pressures, temperatures, and strain rates associated with impact events. By examining the effects of shock deformation on fluid <span class="hlt">inclusion</span> properties and textures we may be able to better constrain the pressure-temperature path experienced by terrestrial and meteoritic shocked materials and also gain a clearer understanding of why fluid <span class="hlt">inclusions</span> are rarely found in meteorite samples.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=37207&keyword=love&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=58374555&CFTOKEN=73346525','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=37207&keyword=love&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=58374555&CFTOKEN=73346525"><span id="translatedtitle">COMPARISON OF PROCEDURES TO DETERMINE ADSORPTION CAPACITY OF VOLATILE ORGANIC <span class="hlt">COMPOUNDS</span> ON ACTIVATED CARBON</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Numerous volatile organic <span class="hlt">compounds</span> (VOCs) are under regulatory consideration for <span class="hlt">inclusion</span> in the National Primary Drinking Water Standards. Adsorption is a cost-effective treatment technology for control of VOCs. Adsorption capacities were determined for fifteen VOCs in distill...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=EPS&pg=4&id=EJ691170','ERIC'); return false;" href="http://eric.ed.gov/?q=EPS&pg=4&id=EJ691170"><span id="translatedtitle">Supporting the Development of More <span class="hlt">Inclusive</span> Practices Using the Index for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hick, Peter</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> is a central issue for educational psychologists (EPs) today, yet they have often been portrayed as gatekeepers to special provision. One approach for EPs to promote more <span class="hlt">inclusive</span> practices in schools is through the Index for <span class="hlt">Inclusion</span> as a vehicle for consultation. This paper reports a study of EPs acting as "critical friends" to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=labour+AND+inequality&pg=2&id=EJ810783','ERIC'); return false;" href="http://eric.ed.gov/?q=labour+AND+inequality&pg=2&id=EJ810783"><span id="translatedtitle">More Policies, Greater <span class="hlt">Inclusion</span>? Exploring the Contradictions of New Labour <span class="hlt">Inclusive</span> Education Policy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roulstone, Alan; Prideaux, Simon</p> <p>2008-01-01</p> <p>The era of New Labour government has witnessed unprecedented growth in <span class="hlt">inclusive</span> education policies. There is, however, limited evidence that policies have increased disabled children's <span class="hlt">inclusion</span>. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on <span class="hlt">inclusive</span> education</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=2&id=EJ1080115','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=2&id=EJ1080115"><span id="translatedtitle">Supporting Students with Severe Disabilities in <span class="hlt">Inclusive</span> Schools: A Descriptive Account From Schools Implementing <span class="hlt">Inclusive</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A.</p> <p>2015-01-01</p> <p>The purpose of the present study was to investigate practices that support the <span class="hlt">inclusion</span> of students with severe disabilities in the learning and social activities of <span class="hlt">inclusive</span> K-8 schools to inform <span class="hlt">inclusive</span> school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=51&pg=7&id=EJ1054073','ERIC'); return false;" href="http://eric.ed.gov/?q=51&pg=7&id=EJ1054073"><span id="translatedtitle">Measuring the Quality of <span class="hlt">Inclusive</span> Practices: Findings from the <span class="hlt">Inclusive</span> Classroom Profile Pilot</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Soukakou, Elena P.; Winton, Pam J.; West, Tracey A.; Sideris, John H.; Rucker, Lia M.</p> <p>2014-01-01</p> <p>The purpose of this study was to test the reliability and validity of the <span class="hlt">Inclusive</span> Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in <span class="hlt">inclusive</span> preschool programs. The measure was field tested in 51 <span class="hlt">inclusive</span> classrooms. Results confirmed and extended previous research findings, providing…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+classes&pg=7&id=EJ603397','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+classes&pg=7&id=EJ603397"><span id="translatedtitle">Weaving Mathematical Instructional Strategies into <span class="hlt">Inclusive</span> Settings.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Karp, Karen S.; Voltz, Deborah L.</p> <p>2000-01-01</p> <p>This article describes a framework that allows teachers in <span class="hlt">inclusive</span> elementary settings to interweave instructional strategies from a variety of paradigms to meet individual learning needs in <span class="hlt">inclusive</span> mathematics classes. Factors to be considered are highlighted and an instructional continuum from more teacher-centered strategies to more…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED378722.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED378722.pdf"><span id="translatedtitle">What's Working: Topics in <span class="hlt">Inclusive</span> Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>What's Working, 1994</p> <p>1994-01-01</p> <p>This newsletter focuses on what works in <span class="hlt">inclusive</span> education. A major article is "<span class="hlt">Inclusive</span> Education: Needs of Minnesota Families--Major Findings from a 'Together We're Better' Study." This article presents findings of a statewide survey of families of children with disabilities. Findings are categorized within four areas: (1) educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=4&id=ED553621','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=4&id=ED553621"><span id="translatedtitle">Striving for Quality in Early Childhood <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brancato, Kimberly</p> <p>2013-01-01</p> <p>An essential component of best practice in the field of early childhood special education is the <span class="hlt">inclusion</span> of children with disabilities in typical early childhood settings. As the practice of <span class="hlt">inclusion</span> has increased in recent years it has become imperative to ensure that children with disabilities attend quality programs. The main purpose of this</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=trojan&pg=3&id=EJ771434','ERIC'); return false;" href="http://eric.ed.gov/?q=trojan&pg=3&id=EJ771434"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Is This Horse a Trojan?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Slee, Roger</p> <p>2006-01-01</p> <p>In Canada and elsewhere, governments are expending considerable effort in the production of <span class="hlt">inclusive</span> education policy texts, resources allocation models, and programs. The author notes that despite of the analytic power and the political intent of <span class="hlt">inclusive</span> education as a counterpoint to special education, its appropriation is imminent if not…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=consciousness&pg=6&id=EJ885893','ERIC'); return false;" href="http://eric.ed.gov/?q=consciousness&pg=6&id=EJ885893"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and Critical Consciousness in Australia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diemer, Matthew A.; Ortega, Lilyana</p> <p>2010-01-01</p> <p>Australia's Indigenous population is excluded from a range of opportunities, experiences and amenities that facilitate wellbeing, self-determination and social <span class="hlt">inclusion</span>. This social exclusion constrains the career development and occupational attainment of Indigenous youth, which represent key routes to societal <span class="hlt">inclusion</span>. Critical</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ghr.nlm.nih.gov/condition/microvillus-inclusion-disease','NIH-MEDLINEPLUS'); return false;" href="https://ghr.nlm.nih.gov/condition/microvillus-inclusion-disease"><span id="translatedtitle">Genetics Home Reference: microvillus <span class="hlt">inclusion</span> disease</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... 1097/MPG.0b013e3181fb4559. Khubchandani SR, Vohra P, Chitale AR, Sidana P. Microvillous <span class="hlt">inclusion</span> disease--an ultrastructural diagnosis: ... O, Utermann G, Ruemmele FM, Huber LA, Janecke AR. MYO5B mutations cause microvillus <span class="hlt">inclusion</span> disease and disrupt ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=brand+AND+awareness&pg=3&id=ED448915','ERIC'); return false;" href="http://eric.ed.gov/?q=brand+AND+awareness&pg=3&id=ED448915"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span>: Focus on Change.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guralnick, Michael J., Ed.</p> <p></p> <p>Early childhood <span class="hlt">inclusion</span> is a field characterized by a philosophy and practice that encourages full participation of children with disabilities and their families in everyday activities with their typically developing peers. Noting that success in <span class="hlt">inclusion</span> endeavors requires substantial changes in the way our society thinks, feels, and acts,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=weir&pg=4&id=ED390315','ERIC'); return false;" href="http://eric.ed.gov/?q=weir&pg=4&id=ED390315"><span id="translatedtitle">Beyond Political Correctness: Toward the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Richer, Stephen, Ed.; Weir, Lorna, Ed.</p> <p></p> <p>This collection of 12 essays examines the history of the discourse over political correctness (PC) in Canadian academia, focusing on the neoconservative backlash to affirmative action, <span class="hlt">inclusive</span> policies, and feminist and anti-racist teaching in the classroom. It includes: (1) "Introduction: Political Correctness and the <span class="hlt">Inclusive</span> University"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=articles+AND+education&pg=2&id=EJ1037654','ERIC'); return false;" href="http://eric.ed.gov/?q=articles+AND+education&pg=2&id=EJ1037654"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Thailand: Practices and Challenges</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vorapanya, Sermsap; Dunlap, Diane</p> <p>2014-01-01</p> <p>In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of <span class="hlt">inclusive</span> education. This article provides a historical overview of special education in Thailand and the emergence of <span class="hlt">inclusive</span> education as it moves from policy to practice. To further identify the challenges faced…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=career+AND+development&pg=4&id=EJ885900','ERIC'); return false;" href="http://eric.ed.gov/?q=career+AND+development&pg=4&id=EJ885900"><span id="translatedtitle">Older Women's Career Development and Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMahon, Mary; Bimrose, Jenny; Watson, Mark</p> <p>2010-01-01</p> <p>This paper considers women's career development and the potential contribution of career development theory, research, practice and policy in advancing a social <span class="hlt">inclusion</span> agenda. In particular, the paper focuses on older women in the contexts of an ageing population, labour market shortages and Australia's social <span class="hlt">inclusion</span> agenda. Supporting young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=international+AND+schools&pg=6&id=ED556926','ERIC'); return false;" href="http://eric.ed.gov/?q=international+AND+schools&pg=6&id=ED556926"><span id="translatedtitle">International Teachers' Attitudes towards <span class="hlt">Inclusion</span> in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pursley, Lisa</p> <p>2014-01-01</p> <p>The <span class="hlt">inclusion</span> of students with disabilities in the general education classroom has become a universally debated topic in education. More schools all over the world are seeking to use <span class="hlt">inclusion</span> as their main service delivery model for students with disabilities. Much research has been conducted globally to gain insights into general education</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social+AND+practices&pg=2&id=EJ1019194','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social+AND+practices&pg=2&id=EJ1019194"><span id="translatedtitle">Diversity ? <span class="hlt">Inclusion</span>: Promoting Integration in Higher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tienda, Marta</p> <p>2013-01-01</p> <p>I argue that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of <span class="hlt">inclusion</span> and ask whether motives for campus diversification are aligned with pedagogic goals. I address this question by focusing on <span class="hlt">inclusion</span>, namely, organizational strategies and practices that promote meaningful social and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lever+AND+system&pg=5&id=EJ846215','ERIC'); return false;" href="http://eric.ed.gov/?q=lever+AND+system&pg=5&id=EJ846215"><span id="translatedtitle">Understanding the Development of <span class="hlt">Inclusive</span> Education System</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ainscow, Mel</p> <p>2005-01-01</p> <p>It is now almost ten years since the Salamanca Conference on Special Needs Education endorsed the idea of <span class="hlt">inclusive</span> education. Arguably the most significant international document that has ever appeared in the special needs field, the Salamanca Statement argues that regular schools with an <span class="hlt">inclusive</span> orientation are "the most effective means of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=socrates&pg=4&id=EJ754360','ERIC'); return false;" href="http://eric.ed.gov/?q=socrates&pg=4&id=EJ754360"><span id="translatedtitle">The Sustainability of <span class="hlt">Inclusive</span> School Reform</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sindelar, Paul T.; Shearer, Deirdre K.; Yendol-Hoppey, Diane; Liebert, Todd W.</p> <p>2006-01-01</p> <p>For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain <span class="hlt">inclusive</span> reform. One middle school, Socrates, was notably successful, having built its <span class="hlt">inclusion</span> model on a foundation of previous reform and a school culture…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=curriculum&pg=6&id=EJ1060713','ERIC'); return false;" href="http://eric.ed.gov/?q=curriculum&pg=6&id=EJ1060713"><span id="translatedtitle">Students' Perspectives on LGBTQ-<span class="hlt">Inclusive</span> Curriculum</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.</p> <p>2015-01-01</p> <p>Implementing curriculum that is <span class="hlt">inclusive</span> of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-<span class="hlt">inclusive</span> curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ868805.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ868805.pdf"><span id="translatedtitle">The <span class="hlt">Inclusive</span> Secondary School Teacher in Australia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pearce, Michelle</p> <p>2009-01-01</p> <p>As a result of the 1992 Disability Discrimination Act in Australia and parental support for <span class="hlt">inclusion</span>, regular teachers now include students with disabilities in their classes. <span class="hlt">Inclusion</span> has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED366138.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED366138.pdf"><span id="translatedtitle">Group Building for Successful <span class="hlt">Inclusion</span> Programs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lyman, Lawrence</p> <p></p> <p>For <span class="hlt">inclusion</span> of students with disabilities to work successfully in schools, a sense of community among faculty and students, a shared mission, and the ability to successfully collaborate with others are essential. Activities to promote collegial relationships among faculty should be a part of each <span class="hlt">inclusion</span> team's plan for implementing inclusion…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=buckley%2bj&id=EJ737937','ERIC'); return false;" href="http://eric.ed.gov/?q=buckley%2bj&id=EJ737937"><span id="translatedtitle">Teaching Queer-<span class="hlt">Inclusive</span> English Language Arts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blackburn, Mollie V.; Buckley, J. F.</p> <p>2005-01-01</p> <p>The authors argue for teaching queer-<span class="hlt">inclusive</span> English language arts (ELA). They report on a study that surveyed high school personnel across the United States, revealing that very few people in charge of ELA curricula value such <span class="hlt">inclusion</span>. In response to these findings, the authors offer "images of the possible" in which texts and methods that…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED366145.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED366145.pdf"><span id="translatedtitle">Full <span class="hlt">Inclusion</span>: Analysis of a Controversial Issue.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reganick, Karol A.</p> <p></p> <p>This review of the literature and analysis looks at the concept of full <span class="hlt">inclusion</span> of students with disabilities in the context of the regular education initiative (REI). The concept of full <span class="hlt">inclusion</span> is explained as the use of new methods, techniques, and strategies to teach students with and without disabilities in the same classroom.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=all&pg=6&id=EJ1059002','ERIC'); return false;" href="http://eric.ed.gov/?q=all&pg=6&id=EJ1059002"><span id="translatedtitle">Effective Leadership Makes Schools Truly <span class="hlt">Inclusive</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2015-01-01</p> <p>There's been much commitment and extensive legislation intended to make schools <span class="hlt">inclusive</span> for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools <span class="hlt">inclusive</span> and effective for all students, including those with disabilities and draw some inferences…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075161.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075161.pdf"><span id="translatedtitle">Metaphors of Literacy: Dialogues in <span class="hlt">Inclusive</span> Settings</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causarano, Antonio</p> <p>2015-01-01</p> <p>This article discusses the importance of metaphors in education and in <span class="hlt">inclusive</span> settings in particular. Metaphors are seen as the fabric of collaboration through dialogue across the curriculum. The article analyzes the dialogues among the Language Arts, Social Studies, and <span class="hlt">inclusion</span> teacher in a large middle school in the Southwest of the United…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gay+AND+students+AND+schools&pg=5&id=EJ1060713','ERIC'); return false;" href="http://eric.ed.gov/?q=gay+AND+students+AND+schools&pg=5&id=EJ1060713"><span id="translatedtitle">Students' Perspectives on LGBTQ-<span class="hlt">Inclusive</span> Curriculum</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.</p> <p>2015-01-01</p> <p>Implementing curriculum that is <span class="hlt">inclusive</span> of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-<span class="hlt">inclusive</span> curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=6&id=ED553621','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=6&id=ED553621"><span id="translatedtitle">Striving for Quality in Early Childhood <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brancato, Kimberly</p> <p>2013-01-01</p> <p>An essential component of best practice in the field of early childhood special education is the <span class="hlt">inclusion</span> of children with disabilities in typical early childhood settings. As the practice of <span class="hlt">inclusion</span> has increased in recent years it has become imperative to ensure that children with disabilities attend quality programs. The main purpose of this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20090008665','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20090008665"><span id="translatedtitle">Geometric Modeling of <span class="hlt">Inclusions</span> as Ellipsoids</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bonacuse, Peter J.</p> <p>2008-01-01</p> <p>Nonmetallic <span class="hlt">inclusions</span> in gas turbine disk alloys can have a significant detrimental impact on fatigue life. Because large <span class="hlt">inclusions</span> that lead to anomalously low lives occur infrequently, probabilistic approaches can be utilized to avoid the excessively conservative assumption of lifing to a large <span class="hlt">inclusion</span> in a high stress location. A prerequisite to modeling the impact of <span class="hlt">inclusions</span> on the fatigue life distribution is a characterization of the <span class="hlt">inclusion</span> occurrence rate and size distribution. To help facilitate this process, a geometric simulation of the <span class="hlt">inclusions</span> was devised. To make the simulation problem tractable, the irregularly sized and shaped <span class="hlt">inclusions</span> were modeled as arbitrarily oriented, three independent dimensioned, ellipsoids. Random orientation of the ellipsoid is accomplished through a series of three orthogonal rotations of axes. In this report, a set of mathematical models for the following parameters are described: the intercepted area of a randomly sectioned ellipsoid, the dimensions and orientation of the intercepted ellipse, the area of a randomly oriented sectioned ellipse, the depth and width of a randomly oriented sectioned ellipse, and the projected area of a randomly oriented ellipsoid. These parameters are necessary to determine an <span class="hlt">inclusion</span> s potential to develop a propagating fatigue crack. Without these mathematical models, computationally expensive search algorithms would be required to compute these parameters.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Consciousness&pg=7&id=EJ885893','ERIC'); return false;" href="http://eric.ed.gov/?q=Consciousness&pg=7&id=EJ885893"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and Critical Consciousness in Australia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diemer, Matthew A.; Ortega, Lilyana</p> <p>2010-01-01</p> <p>Australia's Indigenous population is excluded from a range of opportunities, experiences and amenities that facilitate wellbeing, self-determination and social <span class="hlt">inclusion</span>. This social exclusion constrains the career development and occupational attainment of Indigenous youth, which represent key routes to societal <span class="hlt">inclusion</span>. Critical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED403707.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED403707.pdf"><span id="translatedtitle">Community <span class="hlt">Inclusion</span> Outreach Training Project. Final Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bruder, Mary Beth; Brand, Marie</p> <p></p> <p>This final report describes activities and achievements of the Community <span class="hlt">Inclusion</span> Project for Young Children with Disabilities, a New York State project which provided outreach training to early intervention staff, community early childhood staff, and families on the <span class="hlt">inclusion</span> of young children with disabilities in early intervention, special…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=1993&pg=7&id=EJ1037652','ERIC'); return false;" href="http://eric.ed.gov/?q=1993&pg=7&id=EJ1037652"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Malaysia: Policy and Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jelas, Zalizan M.; Ali, Manisah Mohd</p> <p>2014-01-01</p> <p>Malaysia's move towards <span class="hlt">inclusion</span> was given impetus by its participation in workshops and conferences set up under the auspices of the United Nations (UNESCO 1990; UN 1993; UNESCO 1994). <span class="hlt">Inclusive</span> education was introduced in the Education Act 1996 as part of the continuum of services available for children with special needs. The purpose of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&pg=6&id=EJ1058247','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&pg=6&id=EJ1058247"><span id="translatedtitle">Characteristics of <span class="hlt">Inclusive</span> Classrooms in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Melekoglu, Macid Ayhan</p> <p>2014-01-01</p> <p>In this paper, <span class="hlt">inclusive</span> classrooms in Turkey are described in terms of the characteristics of both classroom teachers and students with special needs. Participants of this study consisted of 54 teachers working in <span class="hlt">inclusive</span> classrooms and 54 students with mild intellectual disabilities in those classrooms in Turkey. Data for this study were…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=definition+AND+organizing&pg=3&id=EJ736093','ERIC'); return false;" href="http://eric.ed.gov/?q=definition+AND+organizing&pg=3&id=EJ736093"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: A Servant-Leadership Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crippen, Carolyn</p> <p>2005-01-01</p> <p>The concept of <span class="hlt">inclusive</span> education is common to the Canadian educational system and involves service to the students. According to Young and Levin, "The provision of appropriate education to meet the needs of each student is increasingly accepted as a right in Canadian education." Bloom, Perlmutter and Burnell define <span class="hlt">inclusion</span> as "a philosophy…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=3&id=ED556921','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=3&id=ED556921"><span id="translatedtitle">Secondary General Education Teachers' Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilson, Valerie A.</p> <p>2014-01-01</p> <p>Since the inception of the Individuals with Disabilities Education Improvement Act, educators have struggled with including students with disabilities in the general education classroom with their nondisabled peers. The <span class="hlt">inclusion</span> educational model was utilized in this study to explore secondary teachers' attitudes toward <span class="hlt">inclusive</span> educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2010-03-08/pdf/2010-4768.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-03-08/pdf/2010-4768.pdf"><span id="translatedtitle">75 FR 10446 - Minority and Women <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-03-08</p> <p>... activities. The proposed rule will implement this statutory provision. See 75 FR 1289 (January 11, 2010). The... <span class="hlt">Inclusion</span> AGENCIES: Federal Housing Finance Board; Federal Housing Finance Agency. ACTION: Notice of... <span class="hlt">inclusion</span>. Section 1116 of the Housing and Economic Recovery Act of 2008 amended section 1319A of...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Building+AND+construction+AND+construct&pg=7&id=ED514414','ERIC'); return false;" href="http://eric.ed.gov/?q=Building+AND+construction+AND+construct&pg=7&id=ED514414"><span id="translatedtitle">Faculty Preparedness to Build Cultural <span class="hlt">Inclusiveness</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Samuels, Dena Renee</p> <p>2010-01-01</p> <p>Faculty members play a significant role in retaining diverse students, faculty, and staff on a college campus based on how culturally <span class="hlt">inclusive</span> their behavior is. This research elucidates the development of a faculty <span class="hlt">inclusiveness</span> survey, and tests it on a national random sample of 637 faculty members to determine how prepared they are to build…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Paper+AND+geography&pg=5&id=EJ1093482','ERIC'); return false;" href="http://eric.ed.gov/?q=Paper+AND+geography&pg=5&id=EJ1093482"><span id="translatedtitle"><span class="hlt">Inclusive</span> Partnership: Enhancing Student Engagement in Geography</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moore-Cherry, Niamh; Healey, Ruth; Nicholson, Dawn T.; Andrews, Will</p> <p>2016-01-01</p> <p>Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term "<span class="hlt">inclusive</span> partnership" to conceptualise a non-selective staff-student relationship. While recognising the challenges of <span class="hlt">inclusive</span> partnership…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=theoretical+AND+framework&pg=5&id=EJ968749','ERIC'); return false;" href="http://eric.ed.gov/?q=theoretical+AND+framework&pg=5&id=EJ968749"><span id="translatedtitle">Irish Mathematics Teachers' Attitudes towards <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whitty, Elaine; Clarke, Marie</p> <p>2012-01-01</p> <p>This paper through the theoretical framework of constructive attitude theory explores mathematics teachers' attitudes and pedagogical strategies with reference to <span class="hlt">inclusive</span> practice. The authors argue that though teachers may have formed positive <span class="hlt">inclusive</span> attitudes, the translation of these into practice does not always occur and poses…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/5223988','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/5223988"><span id="translatedtitle"><span class="hlt">Inclusion</span> body hepatitis in kestrels (Falco sparverius)</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Sileo, L.; Franson, J.C.; Graham, D.L.; Domermuth, C.H.; Rattner, B.A.; Pattee, O.H.</p> <p>1982-01-01</p> <p><span class="hlt">Inclusion</span> body disease of suspected adenovirus etiology was the apparent cause of death of 9 captive kestrels (Falco sparverius). Cloacal hemorrhage was the only prominent gross lesion; disseminated hepatocellular necrosis and intranuclear <span class="hlt">inclusion</span> bodies were evident microscopically. Attempts to reproduce the disease, and to propagate and serologically characterize the agent were unsuccessful.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=operative+AND+system&pg=2&id=EJ781272','ERIC'); return false;" href="http://eric.ed.gov/?q=operative+AND+system&pg=2&id=EJ781272"><span id="translatedtitle">The Sustainable Development of <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lo, Leslie Nai-kwai</p> <p>2007-01-01</p> <p>The advent of <span class="hlt">inclusive</span> education has quietly changed the ecology of Hong Kong's educational system. <span class="hlt">Inclusive</span> education is a product of education in the developed Western nations and has spread at the instigation of international organizations. It is a plan for educational development that is based on the concepts of human rights and peace and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ788790.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ788790.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling Policy: An Educational Detective Story?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moss, Julianne</p> <p>2003-01-01</p> <p>Since the publication of the Salamanca statement (UNESCO 1994), <span class="hlt">inclusive</span> schooling has formed a growing part of the deliberations of the special education community. <span class="hlt">Inclusive</span> schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22social+relation%22&pg=7&id=EJ875297','ERIC'); return false;" href="http://eric.ed.gov/?q=%22social+relation%22&pg=7&id=EJ875297"><span id="translatedtitle">School <span class="hlt">Inclusion</span> and the "Community of Practice"</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Laluvein, Jackie</p> <p>2010-01-01</p> <p>"<span class="hlt">Inclusion</span>" is not a mechanism for relocating educationally disadvantaged youngsters in mainstream rather than in special schools. Rather, <span class="hlt">inclusion</span> implies a whole school approach to social relations and production of meaning reached through processes of negotiation between parents, teachers and children. Such an approach places equal value upon…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED523205.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED523205.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Something More Than Sitting Together</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bulbul, Mustafa Sahin</p> <p>2011-01-01</p> <p>Awareness about students with learning difficulty brought us to <span class="hlt">inclusive</span> learning environments. The acceptance was to build collaborative atmospheres in the class. Unfortunately, when teachers are not enthusiastic and adequate to develop the interaction, the <span class="hlt">inclusive</span> learning environment never occurs. This conclusion bases on this studies…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=particles+AND+lead&id=ED533972','ERIC'); return false;" href="http://eric.ed.gov/?q=particles+AND+lead&id=ED533972"><span id="translatedtitle"><span class="hlt">Inclusive</span> Focus Particles in English and Korean</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kang, Sang-gu</p> <p>2011-01-01</p> <p>When discussing focus particles, it has been common practice to rely on the dichotomy of <span class="hlt">inclusive</span> vs. exclusive particles, "a la" Konig (1991). <span class="hlt">Inclusive</span> focus particles are often further divided into scalar particles, such as "also", "too", and "either", and non-scalar particles, such as "even". In this thesis, I advance a comparative analysis…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=all&pg=5&id=EJ1059002','ERIC'); return false;" href="http://eric.ed.gov/?q=all&pg=5&id=EJ1059002"><span id="translatedtitle">Effective Leadership Makes Schools Truly <span class="hlt">Inclusive</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2015-01-01</p> <p>There's been much commitment and extensive legislation intended to make schools <span class="hlt">inclusive</span> for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools <span class="hlt">inclusive</span> and effective for all students, including those with disabilities and draw some inferences</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=benefits+AND+nature&id=EJ1029150','ERIC'); return false;" href="http://eric.ed.gov/?q=benefits+AND+nature&id=EJ1029150"><span id="translatedtitle">A Collaborative Group Method of <span class="hlt">Inclusive</span> Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bigby, Christine; Frawley, Patsie; Ramcharan, Paul</p> <p>2014-01-01</p> <p>Background: Funding bodies in Australia and the United Kingdom require research on issues that affect the lives of people with intellectual disability to be <span class="hlt">inclusive</span>. Debate continues about the nature and benefits of <span class="hlt">inclusive</span> research, which has become an umbrella term encompassing a broad spectrum of approaches. Method: This study proposes one…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED406051.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED406051.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Child Care: An Ethical Perspective.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mulligan, Vicki</p> <p></p> <p>An <span class="hlt">inclusive</span> childcare program is a program that is committed to individually appropriate practice, accepting children regardless of their developmental profiles, strengths, or competencies. This conference paper addresses the problem that although <span class="hlt">inclusive</span> programs are now commonplace, professional childcare providers are still unsure about the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+participatory+AND+action+AND+research&pg=6&id=EJ949782','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+participatory+AND+action+AND+research&pg=6&id=EJ949782"><span id="translatedtitle">Guided Reading in <span class="hlt">Inclusive</span> Middle Years Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lyons, Wanda; Thompson, Scott Anthony</p> <p>2012-01-01</p> <p>Teachers in <span class="hlt">inclusive</span> classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years <span class="hlt">inclusive</span> classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=thailand&id=EJ1037654','ERIC'); return false;" href="http://eric.ed.gov/?q=thailand&id=EJ1037654"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Thailand: Practices and Challenges</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vorapanya, Sermsap; Dunlap, Diane</p> <p>2014-01-01</p> <p>In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of <span class="hlt">inclusive</span> education. This article provides a historical overview of special education in Thailand and the emergence of <span class="hlt">inclusive</span> education as it moves from policy to practice. To further identify the challenges faced</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=emp&id=EJ1011236','ERIC'); return false;" href="http://eric.ed.gov/?q=emp&id=EJ1011236"><span id="translatedtitle">Erasmus Mundus SEN: The <span class="hlt">Inclusive</span> Scholarship Programme?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grinbergs, Christopher J.; Jones, Hilary</p> <p>2013-01-01</p> <p>The Erasmus Mundus MA/Mgr in Special Education Needs (EM SEN) was created as a Masters Course funded by the European Commission's Erasmus Mundus Programme (EMP) to challenge and educate students in <span class="hlt">inclusive</span> policy and practice in education. Yet, it is debatable the extent to which this programme embodies the values of an <span class="hlt">inclusive</span> approach,</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Doubt+AND+Product&pg=3&id=ED533972','ERIC'); return false;" href="http://eric.ed.gov/?q=Doubt+AND+Product&pg=3&id=ED533972"><span id="translatedtitle"><span class="hlt">Inclusive</span> Focus Particles in English and Korean</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kang, Sang-gu</p> <p>2011-01-01</p> <p>When discussing focus particles, it has been common practice to rely on the dichotomy of <span class="hlt">inclusive</span> vs. exclusive particles, "a la" Konig (1991). <span class="hlt">Inclusive</span> focus particles are often further divided into scalar particles, such as "also", "too", and "either", and non-scalar particles, such as "even". In this thesis, I advance a comparative analysis</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Geographical+AND+distribution&id=EJ1011236','ERIC'); return false;" href="http://eric.ed.gov/?q=Geographical+AND+distribution&id=EJ1011236"><span id="translatedtitle">Erasmus Mundus SEN: The <span class="hlt">Inclusive</span> Scholarship Programme?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grinbergs, Christopher J.; Jones, Hilary</p> <p>2013-01-01</p> <p>The Erasmus Mundus MA/Mgr in Special Education Needs (EM SEN) was created as a Masters Course funded by the European Commission's Erasmus Mundus Programme (EMP) to challenge and educate students in <span class="hlt">inclusive</span> policy and practice in education. Yet, it is debatable the extent to which this programme embodies the values of an <span class="hlt">inclusive</span> approach,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1065870.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1065870.pdf"><span id="translatedtitle">Humble Opinions on <span class="hlt">Inclusive</span> Educational Idea</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zhu, Jiang; Wang, Lijuan</p> <p>2010-01-01</p> <p><span class="hlt">Inclusive</span> education refers to including all the people to realize the democracy, justice and diversity of education. <span class="hlt">Inclusive</span> educational idea means to make all the students have equal opportunities in enjoying high-quality education and make every student have all-round development, reflecting the yearning for the education without exclusion and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+inclusive&pg=2&id=EJ958570','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+inclusive&pg=2&id=EJ958570"><span id="translatedtitle">Moving Forward in <span class="hlt">Inclusive</span> Education Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Erten, Ozlem; Savage, Robert Samuel</p> <p>2012-01-01</p> <p>This paper aims to address conceptual and methodological challenges of doing research in the field of <span class="hlt">inclusive</span> education and revisit school effectiveness research literature to inform future research. First, we present the rationale for <span class="hlt">inclusive</span> education and briefly review the evolution of special needs education. Then, we discuss limitations…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ1054565','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ1054565"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Teacher Perspectives from Malaysia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bailey, Lucy; Nomanbhoy, Alefiya; Tubpun, Tida</p> <p>2015-01-01</p> <p>This paper reports on a survey of views of <span class="hlt">inclusive</span> education expressed by nearly 300 Malaysian primary school teachers involved in remedial literacy and numeracy education under the country's Literacy and Numeracy Strategy. Overall, the views expressed were positive towards the principle of <span class="hlt">inclusion</span>. However, despite common professional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion+AND+school&pg=5&id=EJ919219','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion+AND+school&pg=5&id=EJ919219"><span id="translatedtitle"><span class="hlt">Inclusive</span> Discourses in Early Childhood Education?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Warming, Hanne</p> <p>2011-01-01</p> <p>This article explores the discursive formation of <span class="hlt">inclusion</span> in early childhood education and after-school (recreation) centres in a Danish municipality. While <span class="hlt">inclusion</span> has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on "initiatives by governments", this interest…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED508505.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED508505.pdf"><span id="translatedtitle">Beyond Prejudice: <span class="hlt">Inclusive</span> Learning in Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Vikki; Armstrong, Anne</p> <p>2005-01-01</p> <p>Promoting an <span class="hlt">inclusive</span> learning environment that caters for all learners and their individual needs and meeting challenging targets set in this area is a huge under taking for providers across the learning and skills sector. This booklet provides an overview that illustrates the breadth and variety that the broad banner of <span class="hlt">inclusive</span> learning…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JAP...119a4107R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JAP...119a4107R"><span id="translatedtitle">Polarizability of radially anisotropic elliptic <span class="hlt">inclusion</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rimpilinen, T.; Walln, H.; Sihvola, A.</p> <p>2016-01-01</p> <p>This article discusses a two-dimensional electrostatic scattering problem where an elliptic <span class="hlt">inclusion</span> is suspended in a homogeneous background and impinged by an electric field which is uniform and static. The novelty of the discussion stems from the <span class="hlt">inclusion</span>'s material parameters. The material of the <span class="hlt">inclusion</span> is assumed to be axially anisotropic, so that the axis of anisotropy aligns itself with the radial unit vector of the elliptic coordinate system. Similar varieties of anisotropy have been formerly referred to as radial anisotropy, and the same term is employed herein. The radially anisotropic elliptic <span class="hlt">inclusions</span> are studied with an analytic method. The validation is likewise analytic. The validation method compares the new results with the results for radially anisotropic circles and homogeneous two-dimensional needles. The elliptic <span class="hlt">inclusion</span> is found to facilitate both cloaking and field concentration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24132089','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24132089"><span id="translatedtitle">Hamiltonian <span class="hlt">inclusive</span> fitness: a fitter fitness concept.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Costa, James T</p> <p>2013-01-01</p> <p>In 1963-1964 W. D. Hamilton introduced the concept of <span class="hlt">inclusive</span> fitness, the only significant elaboration of Darwinian fitness since the nineteenth century. I discuss the origin of the modern fitness concept, providing context for Hamilton's discovery of <span class="hlt">inclusive</span> fitness in relation to the puzzle of altruism. While fitness conceptually originates with Darwin, the term itself stems from Spencer and crystallized quantitatively in the early twentieth century. Hamiltonian <span class="hlt">inclusive</span> fitness, with Price's reformulation, provided the solution to Darwin's 'special difficulty'-the evolution of caste polymorphism and sterility in social insects. Hamilton further explored the roles of <span class="hlt">inclusive</span> fitness and reciprocation to tackle Darwin's other difficulty, the evolution of human altruism. The heuristically powerful <span class="hlt">inclusive</span> fitness concept ramified over the past 50 years: the number and diversity of 'offspring ideas' that it has engendered render it a fitter fitness concept, one that Darwin would have appreciated. PMID:24132089</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3871333','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3871333"><span id="translatedtitle">Hamiltonian <span class="hlt">inclusive</span> fitness: a fitter fitness concept</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Costa, James T.</p> <p>2013-01-01</p> <p>In 1963–1964 W. D. Hamilton introduced the concept of <span class="hlt">inclusive</span> fitness, the only significant elaboration of Darwinian fitness since the nineteenth century. I discuss the origin of the modern fitness concept, providing context for Hamilton's discovery of <span class="hlt">inclusive</span> fitness in relation to the puzzle of altruism. While fitness conceptually originates with Darwin, the term itself stems from Spencer and crystallized quantitatively in the early twentieth century. Hamiltonian <span class="hlt">inclusive</span> fitness, with Price's reformulation, provided the solution to Darwin's ‘special difficulty’—the evolution of caste polymorphism and sterility in social insects. Hamilton further explored the roles of <span class="hlt">inclusive</span> fitness and reciprocation to tackle Darwin's other difficulty, the evolution of human altruism. The heuristically powerful <span class="hlt">inclusive</span> fitness concept ramified over the past 50 years: the number and diversity of ‘offspring ideas’ that it has engendered render it a fitter fitness concept, one that Darwin would have appreciated. PMID:24132089</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24530825','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24530825"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness maximization: An axiomatic approach.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Okasha, Samir; Weymark, John A; Bossert, Walter</p> <p>2014-06-01</p> <p>Kin selection theorists argue that evolution in social contexts will lead organisms to behave as if maximizing their <span class="hlt">inclusive</span>, as opposed to personal, fitness. The <span class="hlt">inclusive</span> fitness concept allows biologists to treat organisms as akin to rational agents seeking to maximize a utility function. Here we develop this idea and place it on a firm footing by employing a standard decision-theoretic methodology. We show how the principle of <span class="hlt">inclusive</span> fitness maximization and a related principle of quasi-<span class="hlt">inclusive</span> fitness maximization can be derived from axioms on an individual׳s 'as if preferences' (binary choices) for the case in which phenotypic effects are additive. Our results help integrate evolutionary theory and rational choice theory, help draw out the behavioural implications of <span class="hlt">inclusive</span> fitness maximization, and point to a possible way in which evolution could lead organisms to implement it. PMID:24530825</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4196838','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4196838"><span id="translatedtitle">Update in <span class="hlt">inclusion</span> body myositis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Machado, Pedro; Brady, Stefen; Hanna, Michael G.</p> <p>2013-01-01</p> <p>Purpose of review The purpose of this study is to review recent scientific advances relating to the natural history, cause, treatment and serum and imaging biomarkers of <span class="hlt">inclusion</span> body myositis (IBM). Recent findings Several theories regarding the aetiopathogenesis of IBM are being explored and new therapeutic approaches are being investigated. New diagnostic criteria have been proposed, reflecting the knowledge that the diagnostic pathological findings may be absent in patients with clinically typical IBM. The role of MRI in IBM is expanding and knowledge about pathological biomarkers is increasing. The recent description of autoantibodies to cytosolic 5′ nucleotidase 1A in patients with IBM is a potentially important advance that may aid early diagnosis and provides new evidence regarding the role of autoimmunity in IBM. Summary IBM remains an enigmatic and often misdiagnosed disease. The pathogenesis of the disease is still not fully understood. To date, pharmacological treatment trials have failed to show clear efficacy. Future research should continue to focus on improving understanding of the pathophysiological mechanisms of the disease and on the identification of reliable and sensitive outcome measures for clinical trials. IBM is a rare disease and international multicentre collaboration for trials is important to translate research advances into improved patient outcomes. PMID:24067381</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26593579','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26593579"><span id="translatedtitle">Characterization of beta-cyclodextrin <span class="hlt">inclusion</span> complexes containing an essential oil component.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Abarca, Romina L; Rodríguez, Francisco J; Guarda, Abel; Galotto, María J; Bruna, Julio E</p> <p>2016-04-01</p> <p>An important issue in food technology is that antimicrobial <span class="hlt">compounds</span> can be used for various applications, such as the development of antimicrobial active packaging materials. Yet most antimicrobial <span class="hlt">compounds</span> are volatile and require protection. In the present study, the <span class="hlt">inclusion</span> complexes of 2-nonanone (2-NN) with β-cyclodextrin (β-CD), were prepared by a co-precipitation method. Entrapment efficiency (EE), thermal analysis (DSC and TGA), X-ray diffractometry (XRD), Fourier transform infrared spectroscopy (FT-IR), sorption isotherms and antifungal activity were evaluated for the characterization of the <span class="hlt">inclusion</span> complex (β-CD:2-NN). A higher EE was obtained (34.8%) for the <span class="hlt">inclusion</span> complex 1:0.5 than for other molar rates. Both DSC and TGA of the <span class="hlt">inclusion</span> complexes showed the presence of endothermic peaks between 80 °C and 150 °C, attributed to a complexation phenomenon. Antimicrobial tests for mycelial growth reduction under atmospheric conditions proved the fungistatic behaviour of the <span class="hlt">inclusion</span> complexes against Botrytis cinerea. PMID:26593579</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012MMTA...43.2316P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012MMTA...43.2316P"><span id="translatedtitle">Characterization of Nonmetallic <span class="hlt">Inclusions</span> in High-Manganese and Aluminum-Alloyed Austenitic Steels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Park, Joo Hyun; Kim, Dong-Jin; Min, Dong Joon</p> <p>2012-07-01</p> <p>The effects of Al and Mn contents on the size, composition, and three-dimensional morphologies of <span class="hlt">inclusions</span> formed in Fe- xMn- yAl ( x = 10 and 20 mass pct, y = 1, 3, and 6 mass pct) steels were investigated to enhance our understanding of the <span class="hlt">inclusion</span> formation behavior in high Mn-Al-alloyed steels. By assuming that the alumina is a dominant oxide <span class="hlt">compound</span>, the volume fraction of <span class="hlt">inclusions</span> estimated from the chemical analysis, i.e., insoluble Al, in the Fe-Mn-3Al steels was larger than the <span class="hlt">inclusion</span> volume fractions in the Fe-Mn-1Al and Fe-Mn-6Al steels. A similar tendency was found in the analysis of <span class="hlt">inclusions</span> from a potentiostatic electrolytic extraction method. This finding could be explained from the terminal velocities of the <span class="hlt">compounds</span>, which was affected by the thermophysical properties of Fe-Mn-Al steels. The <span class="hlt">inclusions</span> formed in the Fe-Mn-Al-alloyed steels are classified into seven types according to chemistry and morphology: (1) single Al2O3 particle, (2) single AlN or AlON particle, (3) MnAl2O4 single galaxite spinel particle, (4) Al2O3(-Al(O)N) agglomerate, (5) single Mn(S,Se) particle, (6) oxide core with Mn(S,Se) skin (wrap), and (7) Mn(S,Se) core with Al2O3(-Al(O)N) aggregate (or bump). The Mn(S,Se) <span class="hlt">compounds</span> were formed by the contamination of the steels by Se from the electrolytic Mn. Therefore, the raw materials (Mn) should be used carefully in the melting and casting processes of Fe-Mn-Al-alloyed steels.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JPhCS.677a2004P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JPhCS.677a2004P"><span id="translatedtitle">Fluorocarbon <span class="hlt">compounds</span> in MRI diagnostics and medical therapy</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pirogov, Yu</p> <p>2016-02-01</p> <p>The lecture describes the application of fluorocarbon <span class="hlt">compounds</span> as blood substitutes and contrasting preparations in MRI diagnostics. A blood substitute product fluorocarbon Perfluorane® has shown effectiveness in oxygen delivery to the tissues of living organisms, and cardioprotective effect which does not depend on the patient's blood group. <span class="hlt">Inclusion</span> of paramagnetic atoms (gadolinium, iron, etc.) to the Perfluorane® chemical formula creates a new <span class="hlt">compound</span> with high MRI contrast efficiencies at Larmor frequencies of protons so and fluorine-19 nuclei.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22316907','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22316907"><span id="translatedtitle">The hierarchy of needs to <span class="hlt">inclusive</span> design.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van der Linden, Júlio Carlos de Souza; Brendler, Clariana Fischer</p> <p>2012-01-01</p> <p>This paper focuses Design importance in the development of effectively <span class="hlt">inclusive</span> products based on Design Emotional approach, allowing children with disabilities to experience playing in the childhood as an instrument for social integration. The methodology used to develop this study was based on literature review, considering the following themes: emotional design, accessibility and <span class="hlt">inclusion</span>, emotion and development of children. As a result, we propose a new level of need to model the hierarchy of needs, of Jordan ("usability", "functionality" and "pleasure"), level with the <span class="hlt">inclusion</span> of "dignity." PMID:22316907</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/11121744','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/11121744"><span id="translatedtitle">Aggresomes, <span class="hlt">inclusion</span> bodies and protein aggregation.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kopito, R R</p> <p>2000-12-01</p> <p>Intracellular and extracellular accumulation of aggregated protein are linked to many diseases, including ageing-related neurodegeneration and systemic amyloidosis. Cells avoid accumulating potentially toxic aggregates by mechanisms including the suppression of aggregate formation by molecular chaperones and the degradation of misfolded proteins by proteasomes. Once formed, aggregates tend to be refractory to proteolysis and to accumulate in <span class="hlt">inclusion</span> bodies. This accumulation has been assumed to be a diffusion-limited process, but recent studies suggest that, in animal cells, aggregated proteins are specifically delivered to <span class="hlt">inclusion</span> bodies by dynein-dependent retrograde transport on microtubules. This microtubule-dependent <span class="hlt">inclusion</span> body is called an aggresome. PMID:11121744</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3736261','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3736261"><span id="translatedtitle">Keratinous <span class="hlt">inclusion</span> cyst of oesophagus: unusual finding</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Wan Abdul Rahman, Wan Faiziah; Mutum, Samarendra Singh; Fauzi, Mohd Hashairi</p> <p>2013-01-01</p> <p>Cysts of the oesophagus are unusual findings and they are classified according to the embryological site of origin. It may represent <span class="hlt">inclusion</span> cysts, retention cysts and developmental cysts. We present a case of keratinous <span class="hlt">inclusion</span> cyst of the lower oesophagus in a 71-year-old Malay woman who presented with dyspepsia and severe epigastric pain. An oesophago-gastro-duodenoscopy demonstrated a sliding hiatus hernia with whitish ulcer-like lesion at the lower oesophagus. Biopsy from the lesion revealed a keratinous <span class="hlt">inclusion</span> cyst. The patient was given pantoprazole and put on regular follow-up for monitoring any other development. PMID:23878290</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19890030095&hterms=chromium&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchromium','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19890030095&hterms=chromium&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchromium"><span id="translatedtitle">Nickel and chromium isotopes in Allende <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Birck, J. L.; Lugmair, G. W.</p> <p>1988-01-01</p> <p>High-precision nickel and chromium isotopic measurements were carried out on nine Allende <span class="hlt">inclusions</span>. It is found that Ni-62, Ni-64, excesses are present in at least three of the samples. The results suggest that the most likely mechanism for the anomalies is a neutron-rich statistical equilibrium process. An indication of elevated Ni-60 is found in almost every <span class="hlt">inclusion</span> measured. This effect is thought to be related to the decay of now extinct Fe-60. An upper limit of 1.6 X 10 to the -6th is calculated for the Fe-60/Fe-56 ratio at the time these Allende <span class="hlt">inclusions</span> crystallized.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..1713240N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..1713240N"><span id="translatedtitle">Crystallographic relationships between diamond and its <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nimis, Paolo; Nestola, Fabrizio; Angel, Ross J.; Milani, Sula; Alvaro, Matteo; Anzolini, Chiara; Schiazza, Mariangela; Bruno, Marco; Prencipe, Mauro; Harris, Jeff W.; Hutchison, Mark T.</p> <p>2015-04-01</p> <p>The study of the crystallographic orientations of minerals included in diamonds can provide an insight into the mechanisms of their incorporation and the timing of their formation relative to the host diamond. The reported occurrence of non-trivial orientations for some minerals in some diamonds, suggesting an epitactic relationship, has long been considered to reflect contemporaneous growth of the diamond and the <span class="hlt">inclusion</span> (= syngenesis). Correct interpretation of such orientations requires (i) a statistically significant data set, i.e. crystallographic data for single and multiple <span class="hlt">inclusions</span> in a large number of diamonds, and (ii) a robust data-processing method, capable of removing ambiguities derived from the high symmetry of the diamond and the <span class="hlt">inclusion</span>. We have developed software which performs such processing, starting from crystallographic orientation matrixes obtained by X-ray diffractometry. Preliminary studies indicate a wide variety of trends in the orientations of different <span class="hlt">inclusion</span> phases in diamonds. In contrast to previous claims, olivine <span class="hlt">inclusions</span> in lithospheric diamonds from Udachnaya do not show any preferred orientations with respect to their diamond hosts, but multiple <span class="hlt">inclusions</span> in a single diamond often show very similar orientations within a few degrees (Nestola et al. 2014). Chromite (spinel) <span class="hlt">inclusions</span> exhibit a strong tendency for a single (111) plane of each <span class="hlt">inclusion</span> to be parallel to a (111) plane of their diamond host, but without any statistically significant orientation of the crystallographic axes a, b, and c. By contrast, 7 <span class="hlt">inclusions</span> of ferropericlase studied in 2 different super deep diamonds (four <span class="hlt">inclusions</span> in one diamond and three <span class="hlt">inclusions</span> in the second diamond) from Brazil all exhibit the same orientation with their axes practically coincident with those of diamonds regardless of the position and the shape of the <span class="hlt">inclusions</span>. The implications of these observations for the mechanisms of diamond growth will be explored. This work was supported by ERC starting grant 307322 to F. Nestola and Alfred P. Sloan Foundation's Deep Carbon Observatory project to P. Nimis. Nestola F., et al. (2014) Int Geol Rev, 56,1658-1667.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011APS..MAR.W9009V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011APS..MAR.W9009V"><span id="translatedtitle">Dynamics of a <span class="hlt">compound</span> vesicle in shear flow</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Veerapaneni, Shravan; Young, Yuan-Nan; Vlahovska, Petia; Blawzdziewicz, Jerzy</p> <p>2011-03-01</p> <p>The dynamics of <span class="hlt">compound</span> vesicle (a lipid bilayer membrane enclosing a fluid with a suspended particle) in shear flow is investigated using both numerical simulations and theoretical analysis. We find that the non-linear coupling (via hydrodynamic interaction) between the <span class="hlt">inclusion</span> motion and the confining membrane deformation gives rise to new features in the vesicle dynamics. Transition from tank--treading to tumbling can occur even in the absence of any viscosity mismatch. An initially non-concentric <span class="hlt">inclusion</span> induces transient vesicle waltzing. A swinging-like vesicle motion is observed if the enclosed particle is an ellipsoid. The rheology of a suspension of <span class="hlt">compound</span> vesicles is also strongly affected by the <span class="hlt">inclusion</span> confinement. Our results highlight the complex effects of internal cellular structures on cell dynamics in external flow.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AGUFM.V41A2156B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V41A2156B"><span id="translatedtitle">Volatile Release from the Siberian Traps Inferred from Melt <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Black, B. A.; Elkins-Tanton, L. T.; Rowe, M. C.; Ukstins Peate, I.</p> <p>2009-12-01</p> <p>The Siberian Traps Large Igneous Province is one of the largest known continental flood volcanic provinces in the Phanerozoic. The quantification of volatile degassing is particularly important because the Siberian Traps have often been invoked as a possible trigger for the end-Permian mass extinction (e.g. Campbell et al., 1992; Wignall, 2001). Volatile degassing provides a crucial mechanism to link mafic volcanic eruption to global environmental change. Mafic flood basalt magmas are expected to have low volatile contents (similar to mid-ocean ridge basalts). However, Siberian Traps magmas were chambered in and erupted through a thick sedimentary basin and may have interacted with, and obtained volatiles from, sedimentary lithologies such as limestone, coal, and evaporite. Melt <span class="hlt">inclusions</span> from the Siberian Traps provide insight into the potential total volatile budget throughout the evolution of the large igneous province. These droplets of trapped melt may preserve volatile species that would otherwise have degassed at the time of eruption (Thordarson et al., 1996). Mafic pyroclastic deposits from the lowermost Arydzhangsky suite (basal Siberian Traps) contain clinopyroxene phenocrysts hosting melt <span class="hlt">inclusions</span>. Electron microprobe analysis of clinopyroxene-hosted re-homogenized melt <span class="hlt">inclusions</span> indicates maximum measured concentrations of up to 1500 - 2000 ppm sulfur, 500 - 760 ppm chlorine, and 1900 - 2400 ppm fluorine. Olivines from the Maymechinsky suite, recognized as the last extrusive products of Siberian Traps volcanism, contain melt <span class="hlt">inclusions</span> with maximum sulfur concentrations in the range of 5000 ppm, and less substantial concentrations of chlorine and fluorine. Intrusive igneous rocks from the province also display significant volatile contents. A sill from the Ust-Ilimsk region yielded plagioclase-hosted melt <span class="hlt">inclusions</span> which contain chlorine and fluorine concentrations nearing one weight percent. Visscher et al. (2004) proposed that chlorofluorocarbon <span class="hlt">compounds</span> (CFCs) may have played a major role in the terrestrial end-Permian extinction. These CFCs are powerful catalysts for the breakdown of ozone, a process which can expose the biosphere to increased ultraviolet radiation. Measurements of elevated chlorine and fluorine from the Siberian Traps may thus provide a concrete source for CFCs that could have triggered this kill mechanism.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1980GeoRL...7..493L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1980GeoRL...7..493L"><span id="translatedtitle">Oxygen isotopic anomalies in Allende <span class="hlt">inclusion</span> HAL</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lee, T.; Mayeda, T. K.; Clayton, R. N.</p> <p>1980-07-01</p> <p>An oxygen isotopic study which demonstrates the Allende <span class="hlt">inclusion</span> HAL is a FUN object is discussed; the hibonite core, black inner rim and fine-grained outer rim have beem sampled. The oxygen in HAL is found to be heterogeneous, the rim samples having oxygen compositions similar to that of melilites and alteration products in other Allende <span class="hlt">inclusions</span> including the FUN <span class="hlt">inclusion</span> EK1-4-1, while the oxygen in the hibonite core shows the most extreme deviation from the AD line so far observed. The oxygen in HAL hibonite, in ED1-4-1 spinel and in spinels of usual Allende <span class="hlt">inclusions</span> form an approximate linear array with a slope close to 1/2. With regard to the fractionation process, it is noted that the fractionation per amu for various elements does not correlate inversely with mass and that fractionation is elementally selective, probably according to volatility.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24446935','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24446935"><span id="translatedtitle">Is <span class="hlt">inclusive</span> education a human right?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gordon, John-Stewart</p> <p>2013-01-01</p> <p>In this article, I question the general idea that <span class="hlt">inclusive</span> education--i.e., to teach all students in one class--is a moral human right. The following discussion shows that the widespread view in disability studies that there is a moral human right to <span class="hlt">inclusive</span> education can be reasonably called into question by virtue of the proposed counter arguments, but without denying that <span class="hlt">inclusive</span> education is of utmost importance. Practically speaking, the legal human right to <span class="hlt">inclusive</span> education is of great practical value for impaired students, and for their basic right to be free from discrimination in education, since their concern thereby gains great legal and moral force. But, theoretically speaking, this particular human right lacks an attainable consensus concerning proper moral justification. PMID:24446935</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19730019861','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19730019861"><span id="translatedtitle">The interaction between <span class="hlt">inclusions</span> and cracks</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Erdogan, F.</p> <p>1973-01-01</p> <p>Some current fracture theories are reviewed and a group of mechanics problems of practical interest relating to the elastic interaction between cracks and <span class="hlt">inclusions</span> are identified and results summarized.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/5063576','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/5063576"><span id="translatedtitle">Analysis of fluid <span class="hlt">inclusions</span> in halite</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Lazar, B.; Holland, H.D.</p> <p>1988-02-01</p> <p>A technique has been developed to drill into fluid <span class="hlt">inclusions</span> in halite, to extract the <span class="hlt">inclusions</span> fluids, and to determine the concentration of all of the major and some of the minor constituents in these fluids. The minimum diameter of usable fluid <span class="hlt">inclusions</span> is ca. 250 ..mu..m. After dilution, the fluids are analyzed by ion chromatography and coulometry. Uncertainties in the concentration of the major cations and anions is on the order of 4%. The analytical scheme provides much more precise analyses of <span class="hlt">inclusion</span> fluids than have been available to date. The analyses are a useful starting point for reconstructing the composition of the sea water from which the evaporite brines evolved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6195741','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6195741"><span id="translatedtitle">Unusual <span class="hlt">inclusions</span> found in a national diamond</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Leung, I.S.</p> <p>1985-01-01</p> <p>Three pale yellow minerals, 100-200 microns in their longest dimension, were extracted from a diamond 2.5 mm in size and examined in an SEM equipped with an X-ray energy-dispersive spectrometer. These <span class="hlt">inclusions</span> were found to be two grains of garnet and a coesite, all of which contain a microscopic grain of Ti-rich biotite, a small amount of sanidine and a number of other minerals. (1) Garnet-biotite-apatite-rutile-sanidine-(Fe,Ca) melt. Attached to one end of this garnet <span class="hlt">inclusion</span> is a crystal of biotite (50 x 30 ..mu..m) in which an apatite and a rutile are embedded. A thin lamella of sanidine occurs in the biotite near the garnet boundary. (2) Garnet-biotite-apatite-sanidine-rutile-pyrrhotite-(Fe,Ca,K) phase (unidentified). This garnet <span class="hlt">inclusion</span> partially encased a biotite crystal while all other phases occur as minute prismatic needles or irregular and globular masses on the <span class="hlt">inclusion</span> surface. (3) Coesite-biotite-sanidine-calcite. They are considered primary phases because the diamond host contains neither internal nor external fractures. Garnet, coesite, biotite and apatite are syngenetic <span class="hlt">inclusions</span> in this diamond based on their relatively large sizes and their intergrown relationships. All other phases may also be primary or derived from biotite which, in the presence of sulfur, may produce phlogopite + sanidine + pyrrhotite + rutile. The droplets of melt and thin lamella of sanidine in <span class="hlt">inclusion</span> (1) seem to be products of incongruent melting of biotite during the emplacement of kimberlite.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/12876145','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/12876145"><span id="translatedtitle">Neurofilament <span class="hlt">inclusion</span> body disease: a new proteinopathy?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Josephs, Keith A; Holton, Janice L; Rossor, Martin N; Braendgaard, Hans; Ozawa, Tetsutaro; Fox, Nick C; Petersen, Ronald C; Pearl, Gary S; Ganguly, Milan; Rosa, Pedro; Laursen, Henning; Parisi, Joseph E; Waldemar, Gunhild; Quinn, Niall P; Dickson, Dennis W; Revesz, Tamas</p> <p>2003-10-01</p> <p>We describe four cases of a new clinicopathological entity presenting with either a frontotemporal dementia or corticobasal degeneration syndrome with a mean age of onset of 45 years (range 41-50) characterized pathologically by deposition of neurofilament proteins. All four patients had a rapidly progressive course and have become mute and non-ambulatory, and three have died after mean illness duration of only 3 years (range 2 1/2 -4). Both structural (MRI) and functional (PET and SPECT) imaging demonstrated frontal and temporal lobe and basal ganglia involvement. Gross neuropathological examination in the three deceased patients (the fourth patient, still alive, was diagnosed by brain biopsy) revealed changes affecting predominantly the frontal and temporal cortices, basal ganglia and brainstem. There was superficial linear spongiosis affecting the frontal lobes in all three autopsied patients, and severe caudate atrophy was noted in two of them and demonstrated on MRI in the living patient. On routine staining, there were numerous intracytoplasmic <span class="hlt">inclusions</span>, which ranged from eosinophilic to basophilic. Some had a clearly defined basophilic margin, while others were granular with a hyaline core. With modified Bielschowsky silver technique, a small number of the <span class="hlt">inclusions</span> were intensely stained. <span class="hlt">Inclusions</span> were not labelled with other silver stains. Immuno histochemistry revealed that the <span class="hlt">inclusions</span> were immunoreactive with antibodies to neurofilament heavy and light chain subunits and to ubiquitin, but not with antibodies to tau and alpha-synuclein. These neurofilament- and ubiquitin-positive <span class="hlt">inclusions</span> were widespread, specific to neurons and occasionally intranuclear. The frequency and distribution of the <span class="hlt">inclusions</span> and the silver and immunohistochemical profiles in these four cases is novel and has not been described in detail before. We propose the term neurofilament <span class="hlt">inclusion</span> body disease for this entity. PMID:12876145</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3060464','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3060464"><span id="translatedtitle">Synthesis and Characterization of Pseudocantharidins, Novel Phosphatase Modulators That Promote the <span class="hlt">Inclusion</span> of Exon 7 into the SMN (Survival of Motoneuron) pre-mRNA*</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zhang, Zhaiyi; Kelemen, Olga; van Santen, Maria A.; Yelton, Sharon M.; Wendlandt, Alison E.; Sviripa, Vitaliy M.; Bollen, Mathieu; Beullens, Monique; Urlaub, Henning; Lührmann, Reinhard; Watt, David S.; Stamm, Stefan</p> <p>2011-01-01</p> <p>Alternative pre-mRNA splicing is a central element of eukaryotic gene expression. Its deregulation can lead to disease, and methods to change splice site selection are developed as potential therapies. Spinal muscular atrophy is caused by the loss of the SMN1 (survival of motoneuron 1) gene. A therapeutic avenue for spinal muscular atrophy treatment is to promote exon 7 <span class="hlt">inclusion</span> of the almost identical SMN2 (survival of motoneuron 2) gene. The splicing factor tra2-beta1 promotes <span class="hlt">inclusion</span> of this exon and is antagonized by protein phosphatase (PP) 1. To identify new <span class="hlt">compounds</span> that promote exon 7 <span class="hlt">inclusion</span>, we synthesized analogs of cantharidin, an inhibitor of PP1, and PP2A. Three classes of <span class="hlt">compounds</span> emerged from these studies. The first class blocks PP1 and PP2A activity, blocks constitutive splicing in vitro, and promotes exon 7 <span class="hlt">inclusion</span> in vivo. The second class has no measurable effect on PP1 activity but activates PP2A. This class represents the first <span class="hlt">compounds</span> described with these properties. These <span class="hlt">compounds</span> cause a dephosphorylation of Thr-33 of tra2-beta1, which promotes exon 7 <span class="hlt">inclusion</span>. The third class had no detectable effect on phosphatase activity and could promote exon 7 via allosteric effects. Our data show that subtle changes in similar <span class="hlt">compounds</span> can turn a phosphatase inhibitor into an activator. These chemically related <span class="hlt">compounds</span> influence alternative splicing by distinct mechanisms. PMID:21220421</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20080005998','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20080005998"><span id="translatedtitle"><span class="hlt">Compounds</span> affecting cholesterol absorption</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hua, Duy H. (Inventor); Koo, Sung I. (Inventor); Noh, Sang K. (Inventor)</p> <p>2004-01-01</p> <p>A class of novel <span class="hlt">compounds</span> is described for use in affecting lymphatic absorption of cholesterol. <span class="hlt">Compounds</span> of particular interest are defined by Formula I: ##STR1## or a pharmaceutically acceptable salt thereof.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.nlm.nih.gov/medlineplus/ency/article/002828.htm','NIH-MEDLINEPLUS'); return false;" href="https://www.nlm.nih.gov/medlineplus/ency/article/002828.htm"><span id="translatedtitle">Caulking <span class="hlt">compound</span> poisoning</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>Caulking <span class="hlt">compounds</span> are substances used to seal cracks and holes around windows and other openings. Caulking <span class="hlt">compound</span> poisoning occurs when someone swallows these substances. This is for information only and not for use in the ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/543181','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/543181"><span id="translatedtitle">Mass spectrometric identification of boric acid in fluid <span class="hlt">inclusions</span> in pegmatite minerals</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Williams, A.E.; Taylor, M.C.</p> <p>1996-09-01</p> <p>Direct, on-line mass spectrometric analyses were performed on volatiles released from microscopic fluid <span class="hlt">inclusions</span> in quartz, feldspar, and tourmaline from the miarolitic Belo Horizonte No. 1 pegmatite in the San Jacinto district, and Himalaya pegmatite dike system in the Mesa Grande district of southern California. These analyses are the first <span class="hlt">inclusion</span> volatile studies to indicate the presence of significant and variable concentrations of B <span class="hlt">compounds</span> in pegmatite formation fluids. Boron appears as boric acid B(OH){sub 3}, which is found at levels ranging from less than detection limit (<10{sup {minus}7} mole fraction) to as high as 10{sup {minus}4} mole fraction. High B concentrations are seen in <span class="hlt">inclusion</span> fluids from miarolite filling quartz, cleavelandite variety albite feldspar, and schorl tourmaline from the Belo Horizonte No. 1, while negligible amounts appear in late-stage green/pink-zoned gem elbaite tourmalines from that mine. Fluid <span class="hlt">inclusions</span> in quartz, as well as grey and pink tourmaline form the miarolites in the Himalaya mine, have undetectable levels of B <span class="hlt">compounds</span>. In addition to confirming the presence of very high boric acid concentrations in some pegmatite forming solutions, observations of large variations in abundance may provide new constraints on fluid chemical evolution trends during the genesis of these regionally and paragenetically complex gem deposits. 38 refs., 6 figs., 1 tab.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26137607','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26137607"><span id="translatedtitle">Regulating <span class="hlt">compounding</span> pharmacies.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Noble, Ashley</p> <p>2015-06-01</p> <p>(1) The Pew Charitable Trusts identified 27 <span class="hlt">compounding</span> incidents that resulted in 89 deaths since 2001. (2) Unlike drug manufacturers, <span class="hlt">compounding</span> pharmacies are generally not required to report adverse events associated with their products to the FDA. (3) Federal law on drug <span class="hlt">compounding</span> was updated in 2013 to create a new group of <span class="hlt">compounders</span> called "outsourcing facilities." Over 50 facilities in 23 states are now registered with the FDA. PMID:26137607</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JGRB..120.7396C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JGRB..120.7396C"><span id="translatedtitle">Threshold size for fluid <span class="hlt">inclusion</span> decrepitation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Campione, Marcello; Malaspina, Nadia; Frezzotti, Maria Luce</p> <p>2015-11-01</p> <p>Fluid <span class="hlt">inclusions</span> in igneous and metamorphic rocks are equilibrated at pressures reaching a few tens of kilobars at mantle depths. These microsystems experience decompression as a consequence of uplift processes, such as subaerial volcanic eruptions. On decompression, <span class="hlt">inclusion</span> fluid overpressure is known to bring about the mechanical failure of the crystal matrix through either stretch or decrepitation, depending on ductile or brittle failure mechanism of the matrix, respectively. On the one hand, laboratory experiments performed on synthetic <span class="hlt">inclusions</span> at one atmosphere show that the decrepitation temperature is strongly size dependent, with the smaller cavities observed to decrepitate at higher temperatures. On the other hand, natural fluid <span class="hlt">inclusions</span>, which undergo migration through a pressure gradient, are often found intact below a critical size. Here by modeling fluid <span class="hlt">inclusions</span> as spherical cavities in a continuous elastic medium and by adopting a nonlocal stress approach to fracturing, we demonstrate that the decrepitation phenomenon is predicted to be characterized by a threshold size of the cavity, below which decrepitation would not be allowed. In order to validate our model, two independent experimental data sets relating internal pressure to cavity size are utilized to calculate pertinent model parameters and to evaluate their consistency.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ837802.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ837802.pdf"><span id="translatedtitle">Socially <span class="hlt">Inclusive</span> Pedagogy in Literacy Classes: Fostering <span class="hlt">Inclusion</span> in the Inner City</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cleovoulou, Yiola</p> <p>2008-01-01</p> <p>Drawing on case studies of five elementary school teachers in one inner city school, the author explored ways teachers foster social <span class="hlt">inclusion</span> in their classrooms. Rooted in classroom observations and extensive teacher interviews, teachers' teaching methods and practices were examined as a base from which to explore socially <span class="hlt">inclusive</span> pedagogy in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=5&id=EJ970251','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=5&id=EJ970251"><span id="translatedtitle">Characteristics of <span class="hlt">Inclusive</span> Faith Communities: A Preliminary Survey of <span class="hlt">Inclusive</span> Practices in the United States</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffin, Megan M.; Kane, Lydia W.; Taylor, Courtney; Francis, Susan H.; Hodapp, Robert M.</p> <p>2012-01-01</p> <p>Background: Although participation in faith communities is important to many individuals with disabilities, few studies have examined differences between communities that are more (versus less) <span class="hlt">inclusive</span>. This study investigated characteristics of faith communities in the United States related to greater <span class="hlt">inclusion</span>. Methods: Participants were 160</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ986168','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ986168"><span id="translatedtitle">When <span class="hlt">Inclusion</span> Is Innovation: An Examination of Administrator Perspectives on <span class="hlt">Inclusion</span> in China</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hu, Bi Ying; Roberts, Sherron Killingsworth</p> <p>2011-01-01</p> <p>This article examines administrator perspectives of innovative services for the <span class="hlt">inclusion</span> of young children with disabilities in regular preschool classrooms in China. Twelve directors from 12 pilot <span class="hlt">inclusion</span> preschools in Beijing participated in this study. Qualitative interview results revealed the following subthemes: definition, advocacy,</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=5&id=EJ1012653','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=5&id=EJ1012653"><span id="translatedtitle">Leadership for <span class="hlt">Inclusion</span>: Conceptualising and Enacting <span class="hlt">Inclusion</span> in Integrated Schools in a Troubled Society</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGlynn, Claire; London, Tim</p> <p>2013-01-01</p> <p><span class="hlt">Inclusion</span> is increasingly understood as an educational reform that responds to the diversity of all learners, challenging the marginalisation, exclusion and underachievement which may result from all forms of "difference". Leadership for <span class="hlt">inclusion</span> is conceptualised here as driving a constant struggle to create shared meanings of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED381312.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED381312.pdf"><span id="translatedtitle">Adaptive <span class="hlt">Inclusion</span> with Special Needs Children: <span class="hlt">Inclusion</span> That Can Work for Rural Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gawne, Patricia A.; Brothers, Keith</p> <p></p> <p>This paper describes the efforts of a team of parents, educators, and related personnel to promote successful classroom <span class="hlt">inclusion</span> of Erin, a girl with Downs Syndrome, during grades K-4. Erin's parents were pioneers in the <span class="hlt">inclusion</span> movement in rural Mecosta-Osceola Intermediate School District (Michigan), and when Erin was 5, they insisted that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=importance+AND+influence+AND+leadership&pg=3&id=EJ1058225','ERIC'); return false;" href="http://eric.ed.gov/?q=importance+AND+influence+AND+leadership&pg=3&id=EJ1058225"><span id="translatedtitle">Exploring the Landscape of <span class="hlt">Inclusion</span>: Profiles of <span class="hlt">Inclusive</span> versus Segregated School Districts in the United States</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marks, Susan Unok; Kurth, Jennifer A.; Bartz, Jody Marie</p> <p>2014-01-01</p> <p>Although <span class="hlt">inclusive</span> education has been increasing in frequency for students with disabilities in the United States, for many students, the opportunity to be educated with their peers without disabilities continues to be out of reach despite decades of efforts by those promoting the vision of <span class="hlt">inclusion</span>. This exploratory case study used interviews…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=values+AND+preschool+AND+collaboration&pg=4&id=EJ611829','ERIC'); return false;" href="http://eric.ed.gov/?q=values+AND+preschool+AND+collaboration&pg=4&id=EJ611829"><span id="translatedtitle">"I Believe in <span class="hlt">Inclusion</span>, But...": Regular Education Early Childhood Teachers' Perceptions of Successful <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Mary K.; Smith, Kenneth</p> <p>2000-01-01</p> <p>Identified kindergarten through third grade teachers' perceptions of factors related to success of <span class="hlt">inclusive</span> classrooms. Found that teachers shared a strong belief in the fundamental value of <span class="hlt">inclusion</span>. Themes affecting perceptions indicated a need for more adequate and focused training, better consideration of classroom load factors, more…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social+AND+practices&pg=5&id=ED517346','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social+AND+practices&pg=5&id=ED517346"><span id="translatedtitle">The <span class="hlt">Inclusion</span> Puzzle: A Case Study of <span class="hlt">Inclusion</span> in a Rural Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Arnold, Linda N.</p> <p>2010-01-01</p> <p><span class="hlt">Inclusion</span> of special education students in general education classrooms has come to general acceptance by educators as one option in the continuum of special education service delivery. Another view of <span class="hlt">inclusion</span> is the ideal of providing for all the varied individual needs of a diverse population of students: learning needs, physical needs,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=changes+AND+organisational+AND+culture&pg=7&id=EJ1012653','ERIC'); return false;" href="http://eric.ed.gov/?q=changes+AND+organisational+AND+culture&pg=7&id=EJ1012653"><span id="translatedtitle">Leadership for <span class="hlt">Inclusion</span>: Conceptualising and Enacting <span class="hlt">Inclusion</span> in Integrated Schools in a Troubled Society</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGlynn, Claire; London, Tim</p> <p>2013-01-01</p> <p><span class="hlt">Inclusion</span> is increasingly understood as an educational reform that responds to the diversity of all learners, challenging the marginalisation, exclusion and underachievement which may result from all forms of "difference". Leadership for <span class="hlt">inclusion</span> is conceptualised here as driving a constant struggle to create shared meanings of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=personal+AND+motivation&pg=4&id=EJ974042','ERIC'); return false;" href="http://eric.ed.gov/?q=personal+AND+motivation&pg=4&id=EJ974042"><span id="translatedtitle">Insights into <span class="hlt">Inclusive</span> Education through a Small Finnish Case Study of an <span class="hlt">Inclusive</span> School Context</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tarr, Jane Mary; Tsokova, Diana; Takkunen, Ulla-Maija</p> <p>2012-01-01</p> <p>This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the <span class="hlt">inclusion</span> of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with <span class="hlt">inclusion</span> through day-to-day professional</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=7&id=EJ970251','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=7&id=EJ970251"><span id="translatedtitle">Characteristics of <span class="hlt">Inclusive</span> Faith Communities: A Preliminary Survey of <span class="hlt">Inclusive</span> Practices in the United States</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffin, Megan M.; Kane, Lydia W.; Taylor, Courtney; Francis, Susan H.; Hodapp, Robert M.</p> <p>2012-01-01</p> <p>Background: Although participation in faith communities is important to many individuals with disabilities, few studies have examined differences between communities that are more (versus less) <span class="hlt">inclusive</span>. This study investigated characteristics of faith communities in the United States related to greater <span class="hlt">inclusion</span>. Methods: Participants were 160…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=2&id=EJ986168','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=2&id=EJ986168"><span id="translatedtitle">When <span class="hlt">Inclusion</span> Is Innovation: An Examination of Administrator Perspectives on <span class="hlt">Inclusion</span> in China</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hu, Bi Ying; Roberts, Sherron Killingsworth</p> <p>2011-01-01</p> <p>This article examines administrator perspectives of innovative services for the <span class="hlt">inclusion</span> of young children with disabilities in regular preschool classrooms in China. Twelve directors from 12 pilot <span class="hlt">inclusion</span> preschools in Beijing participated in this study. Qualitative interview results revealed the following subthemes: definition, advocacy,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=need+AND+application+AND+legal&id=EJ926286','ERIC'); return false;" href="http://eric.ed.gov/?q=need+AND+application+AND+legal&id=EJ926286"><span id="translatedtitle"><span class="hlt">Inclusion</span> and the Law: Two Laws--IDEA and Section 504--Support <span class="hlt">Inclusion</span> in Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Taylor, Kelley R.</p> <p>2011-01-01</p> <p>As someone charged with ensuring equality in the school environment, teachers have heard the term "<span class="hlt">inclusion</span>"--the principle that students with special needs, skill sets, and abilities should be integrated in publicly supported activities to the same extent as their nondisabled peers. However, the word <span class="hlt">inclusion</span>--in and of itself--does not…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=middle+AND+school+AND+programs&pg=2&id=ED550883','ERIC'); return false;" href="http://eric.ed.gov/?q=middle+AND+school+AND+programs&pg=2&id=ED550883"><span id="translatedtitle">An Exemplar of <span class="hlt">Inclusion</span>: a Case Study of an Exemplary Middle School Mathematics <span class="hlt">Inclusion</span> Program</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, Frederick J., Jr.</p> <p>2012-01-01</p> <p>This qualitative case study examined the <span class="hlt">inclusion</span> program of students receiving special education services in a general education mathematics classroom at an exemplary middle school in the southern region of Texas. This study sought to identify the best practices of a highly effective middle school mathematics <span class="hlt">inclusion</span> program. This study</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=integrated+AND+law&id=EJ926286','ERIC'); return false;" href="http://eric.ed.gov/?q=integrated+AND+law&id=EJ926286"><span id="translatedtitle"><span class="hlt">Inclusion</span> and the Law: Two Laws--IDEA and Section 504--Support <span class="hlt">Inclusion</span> in Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Taylor, Kelley R.</p> <p>2011-01-01</p> <p>As someone charged with ensuring equality in the school environment, teachers have heard the term "<span class="hlt">inclusion</span>"--the principle that students with special needs, skill sets, and abilities should be integrated in publicly supported activities to the same extent as their nondisabled peers. However, the word <span class="hlt">inclusion</span>--in and of itself--does not</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion+AND+school&pg=4&id=ED550883','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion+AND+school&pg=4&id=ED550883"><span id="translatedtitle">An Exemplar of <span class="hlt">Inclusion</span>: a Case Study of an Exemplary Middle School Mathematics <span class="hlt">Inclusion</span> Program</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, Frederick J., Jr.</p> <p>2012-01-01</p> <p>This qualitative case study examined the <span class="hlt">inclusion</span> program of students receiving special education services in a general education mathematics classroom at an exemplary middle school in the southern region of Texas. This study sought to identify the best practices of a highly effective middle school mathematics <span class="hlt">inclusion</span> program. This study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1047218','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1047218"><span id="translatedtitle">Language and Social <span class="hlt">Inclusion</span>: Unexplored Aspects of Intercultural Communication</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Musgrave, Simon; Bradshaw, Julie</p> <p>2014-01-01</p> <p>Social <span class="hlt">inclusion</span> policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social <span class="hlt">Inclusion</span> Board's reports (e.g., Social <span class="hlt">Inclusion</span> Unit, 2009), the emphasis is on the economic aspects of <span class="hlt">inclusion</span>, while little attention has been</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=toronto&pg=3&id=EJ1029907','ERIC'); return false;" href="http://eric.ed.gov/?q=toronto&pg=3&id=EJ1029907"><span id="translatedtitle">Exploring Preservice Teachers' Attitudes Towards <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Killoran, Isabel; Woronko, Dagmara; Zaretsky, Hayley</p> <p>2014-01-01</p> <p>This study responds to a call for research into existing teacher-education programmes and their impact on teacher candidates' attitudes. An <span class="hlt">inclusive</span> education course that examined the difference between "soft <span class="hlt">inclusion</span>" (<span class="hlt">inclusion</span> which addresses the issue of place rather than substance of learning) and genuine <span class="hlt">inclusion</span> was used</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=initial%2binterview&pg=2&id=EJ811411','ERIC'); return false;" href="http://eric.ed.gov/?q=initial%2binterview&pg=2&id=EJ811411"><span id="translatedtitle">Patterns of <span class="hlt">Inclusive</span> Education through the Practice of Student Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Angelides, Panayiotis</p> <p>2008-01-01</p> <p>For the purpose of moving towards more <span class="hlt">inclusive</span> practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to <span class="hlt">inclusive</span> education. This paper investigates the nature of <span class="hlt">inclusive</span> education through the practice of student teachers and sees how so-called <span class="hlt">inclusive</span> education manifests…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1029907','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1029907"><span id="translatedtitle">Exploring Preservice Teachers' Attitudes Towards <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Killoran, Isabel; Woronko, Dagmara; Zaretsky, Hayley</p> <p>2014-01-01</p> <p>This study responds to a call for research into existing teacher-education programmes and their impact on teacher candidates' attitudes. An <span class="hlt">inclusive</span> education course that examined the difference between "soft <span class="hlt">inclusion</span>" (<span class="hlt">inclusion</span> which addresses the issue of place rather than substance of learning) and genuine <span class="hlt">inclusion</span> was used…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1047218','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1047218"><span id="translatedtitle">Language and Social <span class="hlt">Inclusion</span>: Unexplored Aspects of Intercultural Communication</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Musgrave, Simon; Bradshaw, Julie</p> <p>2014-01-01</p> <p>Social <span class="hlt">inclusion</span> policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social <span class="hlt">Inclusion</span> Board's reports (e.g., Social <span class="hlt">Inclusion</span> Unit, 2009), the emphasis is on the economic aspects of <span class="hlt">inclusion</span>, while little attention has been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-5.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-5.pdf"><span id="translatedtitle">26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... 26 Internal Revenue 14 2011-04-01 2010-04-01 true Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AcSpA..79.1904E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AcSpA..79.1904E"><span id="translatedtitle"><span class="hlt">Inclusion</span> of Paracetamol into β-cyclodextrin nanocavities in solution and in the solid state</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>El-Kemary, Maged; Sobhy, Saffaa; El-Daly, Samy; Abdel-Shafi, Ayman</p> <p>2011-09-01</p> <p>We report on steady-state UV-visible absorption and emission characteristics of Paracetamol, drug used as antipyretic agent, in water and within cyclodextrins (CDs): β-CD, 2-hydroxypropyl- β-CD (HP- β-CD) and 2,6-dimethyl- β-CD (Me- β-CD). The results reveal that Paracetamol forms a 1:1 <span class="hlt">inclusion</span> complex with CD. Upon encapsulation, the emission intensity enhances, indicating a confinement effect of the nanocages on the photophysical behavior of the drug. Due to its methyl groups, the Me- β-CD shows the largest effect for the drug. The observed binding constant showing the following trend: Me- β-CD > HP- β-CD > β-CD. The less complexing effectiveness of HP- β-CD is due to the steric effect of the hydroxypropyl-substituents, which can hamper the <span class="hlt">inclusion</span> of the guest molecules. The solid state <span class="hlt">inclusion</span> complex was prepared by co-precipitation method and its characterization was investigated by Fourier transform infrared spectroscopy, 1H NMR and X-ray diffractometry. These approaches indicated that Paracetamol was able to form an <span class="hlt">inclusion</span> complex with CDs, and the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> exhibited different spectroscopic features and properties from Paracetamol.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JMoSt1101...14S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JMoSt1101...14S"><span id="translatedtitle">Synthesis and structure of new carbohydrate metal-organic frameworks and <span class="hlt">inclusion</span> complexes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sha, Jing-Quan; Wu, Lian-He; Li, Shu-Xian; Yang, Xiao-Ning; Zhang, Yu; Zhang, Qian-Nan; Zhu, Pei-Pei</p> <p>2015-12-01</p> <p>Two new metal-organic framework <span class="hlt">compounds</span> based on natural β-cyclodextrin molecules (β-CD) and alkali metals (Na+/K+) were synthesized and characterized by elemental analyses, IR, XPRD and 1HNMR. Single-crystal X-ray diffraction analysis reveals that <span class="hlt">compounds</span> 1 and 2 possess the bowl-like pore and the "8" type double channels configuration. Due to the [blow + channel] double configuration, 5-Fluorouracil (5-FU) and Quercetin <span class="hlt">inclusion</span> complexes of <span class="hlt">compound</span> 1 are studied, and the results show that the two kinds of drug with different structure and size can be included into the <span class="hlt">compound</span> at the same time, which is expected to become a new type of multi-functional green crystalline solid material.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21058803','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21058803"><span id="translatedtitle"><span class="hlt">Inclusive</span> cultural empathy for successful global leadership.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pedersen, Paul B; Pope, Mark</p> <p>2010-11-01</p> <p>Empathy is reported in the research literature as a necessary factor in counseling and psychotherapy, but psychologists have historically interpreted empathy through an exclusively individual focus. Most of the research on empathy has been predicated on a definition of empathy as occurring when one person vicariously experiences the feelings, perceptions, and thoughts of another. In Western cultures, the study of empathy focuses exclusively on the individual, whereas in traditional non-Western cultures, empathy more typically involves an <span class="hlt">inclusive</span> perspective focusing on the individual and significant others in the societal context. This article explores the reframing of "empathy," based on an individualistic perspective, into "<span class="hlt">inclusive</span> cultural empathy," based on a more relationship-centered perspective, as an alternative interpretation of the empathic process. Psychologists are both the problem and the solution to this dilemma, and the authors call upon the field to take leadership in applying this "<span class="hlt">inclusive</span> cultural empathy" model. PMID:21058803</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23570838','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23570838"><span id="translatedtitle">History of <span class="hlt">Inclusive</span> Design in the UK.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>John Clarkson, P; Coleman, Roger</p> <p>2015-01-01</p> <p>The UK Design Council describes <span class="hlt">Inclusive</span> Design as neither a new genre of design, nor a separate specialism, but as a general approach to designing in which designers ensure that their products and services address the needs of the widest possible audience, irrespective of age or ability. <span class="hlt">Inclusive</span> Design (also known [in Europe] as Design for All and as Universal Design in the USA) is in essence the inverse of earlier approaches to designing for disabled and elderly people as a sub-set of the population, and an integral part of a more recent international trend towards the integration of older and disabled people in the mainstream of society. This paper describes the development of <span class="hlt">Inclusive</span> Design in the UK, from its early beginnings, through its subsequent adoption as a topic of academic research, leading to its recent emergence embodied as a framework and toolkit for design. PMID:23570838</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/20621427','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20621427"><span id="translatedtitle">αB-crystallin negative astrocytic <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barnett, Brad P; Bressler, Joseph; Chen, Terina; Hutchins, Grover M; Crain, Barbara J; Kaufmann, Walter E</p> <p>2011-04-01</p> <p>We report on an unusual pathological finding of astrocytes, observed in the brain of a 16-year-old African-American male with severe intellectual disability and spastic quadriplegia. The brain showed bilateral pericentral, perisylvian polymicrogyria and pachygyria, in conjunction with a large number of hypertrophic astrocytes with eosinophilic granular cytoplasmic <span class="hlt">inclusions</span>. The astrocytic abnormality was more severe in the dysgenetic area but present throughout the cerebral cortex. Astrocytic <span class="hlt">inclusions</span> stained with acid fuchsin, azocarmine and Holzer's stain, and were immunoreactive for GFAP, S-100, and ubiquitin, but not for αB-crystallin, filamin, vimentin, nestin, tau or α-synuclein. Based on the case and a review of the literature, the authors postulate that these astrocytic <span class="hlt">inclusions</span> in the cerebral cortex reflect abnormalities in radial glial developmental processes, such as migration, differentiation, or glial-neuronal interaction function during neuronal migration. PMID:20621427</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Paz&pg=4&id=ED559795','ERIC'); return false;" href="http://eric.ed.gov/?q=Paz&pg=4&id=ED559795"><span id="translatedtitle">From <span class="hlt">Inclusion</span> for Some to <span class="hlt">Inclusion</span> for All: A Case Study of the <span class="hlt">Inclusion</span> Program at One Catholic Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Paz, Emily</p> <p>2013-01-01</p> <p>Catholic schools in the United States have grappled with how to serve students with disabilities without the funding sources available to public schools. This mixed methods case study examines the driving forces, restraining forces, and social justice issues that influenced the development of an <span class="hlt">inclusion</span> program at one Catholic elementary school.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70021290','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70021290"><span id="translatedtitle">Fluid-deposited graphitic <span class="hlt">inclusions</span> in quartz: Comparison between KTB (German Continental Deep-Drilling) core samples and artificially reequilibrated natural <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Pasteris, J.D.; Chou, I.-Ming</p> <p>1998-01-01</p> <p>We used Raman microsampling spectroscopy (RMS) to determine the degree of crystallinity of minute (2-15 ??m) graphite <span class="hlt">inclusions</span> in quartz in two sets of samples: experimentally reequilibrated fluid <span class="hlt">inclusions</span> in a natural quartz grain and biotite-bearing paragneisses from the KTB deep drillhole in SE Germany. Our sequential reequilibration experiments at 725??C on initially pure CO2 <span class="hlt">inclusions</span> in a quartz wafer and the J. Krautheim (1993) experiments at 900-1100??C on organic <span class="hlt">compounds</span> heated in gold or platinum capsules suggest that, at a given temperature, (1) fluid-deposited graphite will have a lower crystallinity than metamorphosed organic matter and (2) that the crystallinity of fluid-deposited graphite is affected by the composition of the fluid from which it was deposited. We determined that the precipitation of more-crystalline graphite is favored by lower fH2 (higher fO2), and that the crystallinity of graphite is established by the conditions (including gas fugacities) that pertain as the fluid first reaches graphite saturation. Graphite <span class="hlt">inclusions</span> within quartz grains in the KTB rocks show a wide range in crystallinity index, reflecting three episodes of carbon entrapment under different metamorphic conditions. Isolated graphite <span class="hlt">inclusions</span> have the spectral properties of totally ordered, completely crystalline graphite. Such crystallinity suggests that the graphite was incorporated from the surrounding metasedimentary rocks, which underwent metamorphism at upper amphibolite-facies conditions. Much of the fluid-deposited graphite in fluid <span class="hlt">inclusions</span>, however, shows some spectral disorder. The properties of that graphite resemble those of experimental precipitates at temperatures in excess of 700??C and at elevated pressures, suggesting that the <span class="hlt">inclusions</span> represent precipitates from C-O-H fluids trapped under conditions near those of peak metamorphism at the KTB site. In contrast, graphite that is intimately associated with chlorite and other (presumably low-temperature) silicates in <span class="hlt">inclusions</span> is highly disordered and spectrally resembles kerogens. This graphite probably was deposited during later greenschist-facies retrograde metamorphism at about 400-500??C. The degree of crystallinity of fluid-deposited graphite is shown to be a much more complex function of temperature than is the crystallinity of metamorphic graphite. To some extent, experiments can provide temperature-calibration of the crystallinity index. However, the difference in time scales between experimental runs and geologic processes makes it difficult to infer specific temperatures for naturally precipitated graphite. Copyright ?? 1998 Elsevier Science Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=school+AND+director+AND+functions&pg=2&id=EJ828352','ERIC'); return false;" href="http://eric.ed.gov/?q=school+AND+director+AND+functions&pg=2&id=EJ828352"><span id="translatedtitle">Disabilities and <span class="hlt">Inclusive</span> Practices within Toronto Preschools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Killoran, Isabel; Tymon, Dorothy; Frempong, George</p> <p>2007-01-01</p> <p>A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an <span class="hlt">inclusive</span> perspective provide a better understanding…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+classes&pg=4&id=EJ909656','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+classes&pg=4&id=EJ909656"><span id="translatedtitle"><span class="hlt">Inclusion</span> and Burnout in Physical Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fejgin, Naomi; Talmor, Rachel; Erlich, Ilana</p> <p>2005-01-01</p> <p>This study examined the relationship between <span class="hlt">inclusion</span> and burnout in physical education teaching. Data were collected from a sample of elementary school physical education (PE) teachers from all six districts in Israel. The research questionnaire included three parts: personal and occupational background, Friedman's Burnout index and work…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=let+AND+go&pg=4&id=EJ668961','ERIC'); return false;" href="http://eric.ed.gov/?q=let+AND+go&pg=4&id=EJ668961"><span id="translatedtitle"><span class="hlt">Inclusion</span> in the USA: An Overview.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lienert, Christoph; Grosse, Susan</p> <p>2003-01-01</p> <p>Describes the <span class="hlt">inclusion</span> of students with disabilities into general education classes in the United States, focusing on physical education and examining relevant legislation and applications to physical education. A rebuttal asserts that physical educators must "let go of historical rhetoric," suggesting that guidelines and legislation are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=shirin&pg=3&id=EJ637223','ERIC'); return false;" href="http://eric.ed.gov/?q=shirin&pg=3&id=EJ637223"><span id="translatedtitle">The Role of Interpreters in <span class="hlt">Inclusive</span> Classrooms.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Antia, Shirin D.; Kreimeyer, Kathryn H.</p> <p>2001-01-01</p> <p>A qualitative 3-year case study followed three deaf interpreters in an <span class="hlt">inclusive</span> school. Results of interviews indicated that, in addition to sign interpreting, the interpreters clarified teacher directions, facilitated peer interaction, tutored the deaf children, and kept teachers and special educators informed of the deaf children's progress.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=odette&pg=3&id=EJ553679','ERIC'); return false;" href="http://eric.ed.gov/?q=odette&pg=3&id=EJ553679"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Making It Work for Teachers, Too.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bruneau-Balderrama, Odette</p> <p>1997-01-01</p> <p>Outlines issues of personality factors/communication style, teaching style/philosophy, and classroom management style that should be explored by teachers before they embark on a collaborative venture into <span class="hlt">inclusion</span>, where special and general education teachers team for extended periods of the school day. (SR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED381529.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED381529.pdf"><span id="translatedtitle">Every Child a Winner with <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Owens, Martha; Rockett, Susan</p> <p></p> <p>This paper describes the "Every Child a Winner" curriculum that provides <span class="hlt">inclusion</span> for special needs children in elementary classrooms. Key elements of the curriculum for all ability levels are: improved fitness and motor skills, and enhanced academics and self-esteem for every child. Early program development is described as growing out of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Human+AND+remains&pg=5&id=EJ910587','ERIC'); return false;" href="http://eric.ed.gov/?q=Human+AND+remains&pg=5&id=EJ910587"><span id="translatedtitle">Building <span class="hlt">Inclusive</span> Communities: A Social Capital Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shaklee, Harriet; Laumatia, Laura; Luckey, Brian; Traver, Sue; Nauman, Arlinda; Tifft, Kathee; Liddil, Audrey; Hampton, Carol</p> <p>2010-01-01</p> <p>Population shifts have changed the face of many Idaho communities, but <span class="hlt">inclusive</span> relationships among groups can build the social capital required for communities to thrive. University of Idaho Extension developed "Idaho's Journey for Diversity and Human Rights" as a hands-on traveling workshop about past and present issues of human rights and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=public+AND+understanding+AND+science&pg=5&id=EJ618770','ERIC'); return false;" href="http://eric.ed.gov/?q=public+AND+understanding+AND+science&pg=5&id=EJ618770"><span id="translatedtitle">SIGN: Science, <span class="hlt">Inclusion</span> and Growth in Norfolk.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lefever, David; Symonds, Lynne</p> <p>2000-01-01</p> <p>Science, <span class="hlt">Inclusion</span>, and Growth in Norfolk (SIGN) is a Public Understanding of Science project that seeks to use the understanding of plant and soil science to demonstrate that people with severe learning difficulties can find the scientific method of inquiry a relevant and rewarding route to self-confidence and an understanding of the events that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lead&pg=5&id=EJ1048108','ERIC'); return false;" href="http://eric.ed.gov/?q=lead&pg=5&id=EJ1048108"><span id="translatedtitle">The Value of Connectedness in <span class="hlt">Inclusive</span> Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Figueroa, Ivan</p> <p>2014-01-01</p> <p>The author addresses the importance of relationships in order for learning to take place in an <span class="hlt">inclusive</span> manner. Anecdotes illustrate the value in beginning where the learner is and the unexpected opportunities the journey can lead to when both teacher and learner venture through unchartered paths together.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/21254993','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/21254993"><span id="translatedtitle"><span class="hlt">Inclusive</span> Standard Model Higgs searches with ATLAS</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Polci, Francesco</p> <p>2008-11-23</p> <p>The update of the discovery potential for a Standard Model Higgs boson through the <span class="hlt">inclusive</span> searches H{yields}{gamma}{gamma}, H{yields}ZZ* and H{yields}WW with the ATLAS detector is reported. The analysis are based on the most recent available simulations of signal, backgrounds as well as the detector response.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=outsourcing&pg=3&id=EJ1030064','ERIC'); return false;" href="http://eric.ed.gov/?q=outsourcing&pg=3&id=EJ1030064"><span id="translatedtitle">Equity and <span class="hlt">Inclusion</span> in Physical Education PLC</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Evans, John</p> <p>2014-01-01</p> <p>Physical Educationalists in many western and westernised societies across the globe are facing new challenges as system wide changes take place increasing the role of private bodies (e.g. Academy trusts) in the delivery of school based education. This reflective and rather personal paper considers the place and meaning of "<span class="hlt">inclusion</span>" and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%27%27case+AND+depth%27%27&pg=4&id=ED529271','ERIC'); return false;" href="http://eric.ed.gov/?q=%27%27case+AND+depth%27%27&pg=4&id=ED529271"><span id="translatedtitle">Effective <span class="hlt">Inclusive</span> Schools: Designing Successful Schoolwide Programs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hehir, Thomas; Katzman, Lauren I.</p> <p>2012-01-01</p> <p>This book presents lessons learned from in-depth case studies of some of our most effective <span class="hlt">inclusive</span> public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ826074.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ826074.pdf"><span id="translatedtitle">Transformative Pathways: <span class="hlt">Inclusive</span> Pedagogies in Teacher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guojonsdottir, Hafdis; Cacciattolo, Marcelle; Dakich, Eva; Davies, Anne; Kelly, Claire; Dalmau, Mary C.</p> <p>2008-01-01</p> <p>This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of <span class="hlt">inclusive</span> community responsive pedagogies--in schools and in teacher…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ982869.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ982869.pdf"><span id="translatedtitle">On the Dirt Road to <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wiazowski, Jaroslaw</p> <p>2012-01-01</p> <p><span class="hlt">Inclusive</span> education in the Republic of South Africa has been codified and written down in the form of White Papers. From the legislative point of view, the situation is clear. The reality however shows that the implementation of the law is still at its infancy. Students with visual impairments are practically confined to being educated in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=BOSCH&id=ED526499','ERIC'); return false;" href="http://eric.ed.gov/?q=BOSCH&id=ED526499"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Professional Development Needs of Educators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stocks, Amanda G.</p> <p>2010-01-01</p> <p>An attitudinal resistance among teachers regarding the <span class="hlt">inclusion</span> of children with disabilities is well documented in the literature. Studies collectively highlight two specific areas that contribute to this resistance. First, a lack of teacher knowledge or preparedness for meeting the diverse needs of children with disabilities stimulates…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=azar&pg=3&id=EJ589583','ERIC'); return false;" href="http://eric.ed.gov/?q=azar&pg=3&id=EJ589583"><span id="translatedtitle">Using Assistive Technology in the <span class="hlt">Inclusive</span> Classroom.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Merbler, John B.; Hadadian, Azar; Ulman, Jean</p> <p>1999-01-01</p> <p>Provides an overview of assistive technology for students with disabilities in <span class="hlt">inclusive</span> settings and legal considerations regarding assistive technology. Recommendations are given to help teachers maximize assistive technology to facilitate instruction, including finding the lowest technology solution and collaborating with other teachers and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=transgender+AND+discrimination&id=EJ841503','ERIC'); return false;" href="http://eric.ed.gov/?q=transgender+AND+discrimination&id=EJ841503"><span id="translatedtitle">Making Campuses More <span class="hlt">Inclusive</span> of Transgender Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beemyn, Brett Genny</p> <p>2005-01-01</p> <p>This article examines a number of areas of campus life where transgender students experience discrimination because of gender-exclusive policies and practices: health care, residence halls, bathrooms, locker rooms, records and documents, public <span class="hlt">inclusion</span>, and programming, training, and support. The specific obstacles faced by transgender students…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Global+AND+Positioning+AND+System&id=EJ1008377','ERIC'); return false;" href="http://eric.ed.gov/?q=Global+AND+Positioning+AND+System&id=EJ1008377"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling: Are We There yet?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton, Julie; Theoharis, George</p> <p>2013-01-01</p> <p>Today, when trying to find a way to an unfamiliar destination, many rely on global positioning systems, or GPS technology. "Recalibrating" and "Whenever possible make a legal U-turn" are now ubiquitous phrases in the audio backdrop to many car trips. One can think about modern-day <span class="hlt">inclusive</span> education in similar terms. The programming decisions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gay+AND+teen&id=EJ951090','ERIC'); return false;" href="http://eric.ed.gov/?q=gay+AND+teen&id=EJ951090"><span id="translatedtitle">"Coming out Crip" in <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Erevelles, Nirmala</p> <p>2011-01-01</p> <p>Background/Context: The author argues that within <span class="hlt">inclusive</span> education's almost obsessive focus on space, there is a tendency to ignore the ideological assumptions that undergird the curricular and extracurricular practices in schools that serve to construct certain student subjectivities as deviant, disturbing, and dangerous, thereby justifying…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=APT&pg=3&id=EJ958604','ERIC'); return false;" href="http://eric.ed.gov/?q=APT&pg=3&id=EJ958604"><span id="translatedtitle">Changes in Preservice Teacher Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Swain, Kristine D.; Nordness, Philip D.; Leader-Janssen, Elizabeth M.</p> <p>2012-01-01</p> <p>Despite federal mandates to educate students with disabilities in the least restrictive environment, teachers continue to have mixed feelings about their own preparedness to educate students with disabilities in the general education setting. However, research has demonstrated that teachers with more positive attitudes toward <span class="hlt">inclusion</span> are more…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ855076.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ855076.pdf"><span id="translatedtitle">Negotiating the Path: Towards Diversity and <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mason, Letita R.</p> <p>2009-01-01</p> <p>Global survival hinges on an appreciation that the solutions to problems reside within the collective strength of diversity. However, achieving <span class="hlt">inclusion</span> is often relegated to periodic infusions of multiculturalism into the mainstream of organizational culture. And "diversity" is quickly becoming the latest buzzword for an idea that, though…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diversity+AND+inclusion&pg=5&id=EJ880719','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+inclusion&pg=5&id=EJ880719"><span id="translatedtitle">Diversity and <span class="hlt">Inclusion</span> in the Early Years</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Petriwskyj, A.</p> <p>2010-01-01</p> <p>The emphasis on <span class="hlt">inclusion</span> of diverse learners presents challenges to early-years teachers, particularly those whose understandings have been framed by notions of school readiness and of special education for children with disabilities. This mixed-method study of children and teachers in early-years classes across three school sites in Australia…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=General+AND+Psychology&pg=4&id=EJ746464','ERIC'); return false;" href="http://eric.ed.gov/?q=General+AND+Psychology&pg=4&id=EJ746464"><span id="translatedtitle">An <span class="hlt">Inclusive</span> Process for Departmental Textbook Selection</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Altman, William S.; Ericksen, Kristen; Pena-Shaff, Judith B.</p> <p>2006-01-01</p> <p>This article reports on the development and use of an <span class="hlt">inclusive</span> process to select a departmental textbook for general psychology. It describes a method for developing department-specific instruments to narrow the available textbook choices and an in-class textbook trial used in the final selection. Reported advantages of this method include</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fern&pg=2&id=ED526499','ERIC'); return false;" href="http://eric.ed.gov/?q=fern&pg=2&id=ED526499"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Professional Development Needs of Educators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stocks, Amanda G.</p> <p>2010-01-01</p> <p>An attitudinal resistance among teachers regarding the <span class="hlt">inclusion</span> of children with disabilities is well documented in the literature. Studies collectively highlight two specific areas that contribute to this resistance. First, a lack of teacher knowledge or preparedness for meeting the diverse needs of children with disabilities stimulates</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=india&pg=2&id=EJ1082861','ERIC'); return false;" href="http://eric.ed.gov/?q=india&pg=2&id=EJ1082861"><span id="translatedtitle">Understanding Teachers' Concerns about <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini</p> <p>2015-01-01</p> <p>This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in <span class="hlt">inclusive</span> education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Education+AND+reflection&pg=7&id=EJ884991','ERIC'); return false;" href="http://eric.ed.gov/?q=Education+AND+reflection&pg=7&id=EJ884991"><span id="translatedtitle">Communities of Practice in <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mortier, Kathleen; Hunt, Pam; Leroy, Mieke; Van de Putte, Inge; Van Hove, Geert</p> <p>2010-01-01</p> <p>The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the <span class="hlt">inclusion</span> of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Rebecca&pg=4&id=EJ866139','ERIC'); return false;" href="http://eric.ed.gov/?q=Rebecca&pg=4&id=EJ866139"><span id="translatedtitle">"Shakespeare with Heart": An <span class="hlt">Inclusive</span> Drama Project</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilkins, Ilene E.</p> <p>2008-01-01</p> <p>This article features Shakespeare with Heart, a two week <span class="hlt">inclusive</span> summer program for middle and high school students with and without disabilities. The program runs each morning until noon, culminating with a workshop performance of a Shakespeare play with full costume and set with a live audience of parents, friends, and community members. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=csr&pg=6&id=EJ739598','ERIC'); return false;" href="http://eric.ed.gov/?q=csr&pg=6&id=EJ739598"><span id="translatedtitle">Comprehensive School Reform and <span class="hlt">Inclusive</span> Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2006-01-01</p> <p>In spite of the emphasis in public policy and the professional literature on developing <span class="hlt">inclusive</span> programs for students with disabilities over the past 30 years, surprisingly little progress has been made in this regard in school districts across the United States. One approach to change that is currently being used with some success in general…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=coefficient+AND+alpha&pg=3&id=EJ954381','ERIC'); return false;" href="http://eric.ed.gov/?q=coefficient+AND+alpha&pg=3&id=EJ954381"><span id="translatedtitle">Measuring Teacher Efficacy to Implement <span class="hlt">Inclusive</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sharma, Umesh; Loreman, Tim; Forlin, Chris</p> <p>2012-01-01</p> <p>The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in <span class="hlt">inclusive</span> classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+background+AND+chinese+AND+people&id=EJ1000626','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+background+AND+chinese+AND+people&id=EJ1000626"><span id="translatedtitle">Public Policies that Help Foster Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cheung, Chau-kiu</p> <p>2013-01-01</p> <p>Public policies can be effective in raising people's social <span class="hlt">inclusion</span> as intended only reasonably through their implementation. With respect to the implementation perspective, this study examines the effectiveness of eight policies as perceived to implement in Hong Kong, China. The study employs data collected from 1,109 Chinese adults randomly</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=demographics&pg=7&id=EJ946059','ERIC'); return false;" href="http://eric.ed.gov/?q=demographics&pg=7&id=EJ946059"><span id="translatedtitle">Economic and Demographic Predictors of <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cosier, Meghan E.; Causton-Theoharis, Julie</p> <p>2011-01-01</p> <p>This study investigated economic and demographic predictors of levels of <span class="hlt">inclusion</span> of students with disabilities in 129 school districts. Multiple regression analysis was utilized to address the following research questions: (a) Is there a relationship between economic factors and percentage of highly included students with disabilities in general…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511256.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511256.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Bosnia and Herzegovina</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dizdarevic, Alma; Vantic-Tanjic, Medina; Nikolic, Milena</p> <p>2010-01-01</p> <p>This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of <span class="hlt">inclusion</span> in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=goose&pg=5&id=ED466708','ERIC'); return false;" href="http://eric.ed.gov/?q=goose&pg=5&id=ED466708"><span id="translatedtitle">Academic Freedom and the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kahn, Sharon E., Ed.; Pavlich, Dennis, Ed.</p> <p></p> <p>The chapters in this collection explore issues related to academic freedom and the <span class="hlt">inclusive</span> university. The first section, Clarifying Concepts in Ideology, Language, and Law, contains these chapters: (1) Whats Sauce for One Goose: The Logic of Academic Freedom (Stanley Fish); (2) Academic Freedom: Rights as Immunities and Privileges (Frederick…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&id=EJ960739','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&id=EJ960739"><span id="translatedtitle">Citizenship Education in Turkey: <span class="hlt">Inclusive</span> or Exclusive</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ince, Basak</p> <p>2012-01-01</p> <p>This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages <span class="hlt">inclusive</span> or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19940007963','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19940007963"><span id="translatedtitle">Final state interactions and <span class="hlt">inclusive</span> nuclear collisions</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cucinotta, Francis A.; Dubey, Rajendra R.</p> <p>1993-01-01</p> <p>A scattering formalism is developed in a multiple scattering model to describe <span class="hlt">inclusive</span> momentum distributions for high-energy projectiles. The effects of final state interactions on response functions and momentum distributions are investigated. Calculations for high-energy protons that include shell model response functions are compared with experiments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ959006.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ959006.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Practice: Sofia's Situations for Interaction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alexandersson, Ulla</p> <p>2011-01-01</p> <p>The aim of this article is to present findings from a study (Alexandersson, 2007) about how one student--called Sofia--with intellectual disability interacts and communicates with her classmates and her teachers in an <span class="hlt">inclusive</span> setting. Furthermore, the aim is also to analyse in what way the interaction contributes to Sofia's social participation…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26118812','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26118812"><span id="translatedtitle">[International aspects of <span class="hlt">inclusion</span> in schools].</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Häßler, Frank; Burgert, Michael; Fegert, Jörg Michael; Chodan, Wencke</p> <p>2015-07-01</p> <p>The term <span class="hlt">inclusion</span> (=admittance, involvement) is used almost synonymously for the concept of the joint schooling of children with and without intellectual disabilities, language disabilities, physical handicaps, or mental disorders. This article addresses the current state of <span class="hlt">inclusion</span> in Germany as well as the international situation, such as the Salamanca Declaration of the UNESCO, the «Individuals with Disabilities Act» (IDEA) in the United States as well as European developments, particularly in Great Britain, Austria, and Russia. Even though, from a political perspective, the decision in favor of <span class="hlt">inclusion</span> seems irreversible, there appears to be a lack an agreement on the modality and timeframe. Thus, the average percentage of students with special education needs in Germany amounts to only 28.2%. The reasons behind this situation are presently being analyzed and discussed. A question of key importance concerns the benefit for the persons concerned, since that should be the measure of the success of <span class="hlt">inclusion</span>. This question will most likely be validly answered only for individual subgroups of disabilities. This field still requires extensive research. PMID:26118812</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+enterprise&pg=2&id=EJ1000626','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+enterprise&pg=2&id=EJ1000626"><span id="translatedtitle">Public Policies that Help Foster Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cheung, Chau-kiu</p> <p>2013-01-01</p> <p>Public policies can be effective in raising people's social <span class="hlt">inclusion</span> as intended only reasonably through their implementation. With respect to the implementation perspective, this study examines the effectiveness of eight policies as perceived to implement in Hong Kong, China. The study employs data collected from 1,109 Chinese adults randomly…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=effective+AND+team&pg=5&id=EJ1090898','ERIC'); return false;" href="http://eric.ed.gov/?q=effective+AND+team&pg=5&id=EJ1090898"><span id="translatedtitle"><span class="hlt">Inclusion</span> and Equity in Australian Secondary Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Paterson, David; Graham, Lorraine; Stevens, Robert</p> <p>2014-01-01</p> <p>This paper presents findings from a large-scale, in-depth study of secondary schools in one Australian state that were achieving exceptional outcomes. The element of that study on which this paper focuses is equity and <span class="hlt">inclusion</span>. We examine the Equity programs operating in seven sites where schools were including students experiencing some form of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED454645.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED454645.pdf"><span id="translatedtitle">IDEA 1997--"<span class="hlt">Inclusion</span> Is the Law."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sultana, Qaisar</p> <p></p> <p>This paper stresses that the word "<span class="hlt">inclusion</span>" is not used in the Individuals with Disabilities Education Act (IDEA) and that the law calls for students with disabilities to be provided with a free, appropriate public education in the least restrictive environment. Ten 1997-1999 court cases that address the placement of students with disabilities</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=b+AND+learning&pg=4&id=EJ1057796','ERIC'); return false;" href="http://eric.ed.gov/?q=b+AND+learning&pg=4&id=EJ1057796"><span id="translatedtitle">Advances in Schoolwide <span class="hlt">Inclusive</span> School Reform</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sailor, Wayne</p> <p>2015-01-01</p> <p>This article highlights three significant advances in schoolwide <span class="hlt">inclusive</span> school reform and suggests three next steps to improve educational outcomes for "all" students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22gps+technology%22&id=EJ1008377','ERIC'); return false;" href="http://eric.ed.gov/?q=%22gps+technology%22&id=EJ1008377"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling: Are We There yet?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton, Julie; Theoharis, George</p> <p>2013-01-01</p> <p>Today, when trying to find a way to an unfamiliar destination, many rely on global positioning systems, or GPS technology. "Recalibrating" and "Whenever possible make a legal U-turn" are now ubiquitous phrases in the audio backdrop to many car trips. One can think about modern-day <span class="hlt">inclusive</span> education in similar terms. The programming decisions</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2010-01-11/pdf/2010-111.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-01-11/pdf/2010-111.pdf"><span id="translatedtitle">75 FR 1289 - Minority and Women <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-01-11</p> <p>... Loan Banks to promote diversity and the <span class="hlt">inclusion</span> of women and minorities in all activities. The... Howard, Equal Employment Opportunity and Diversity Director, Eric.Howard@fhfa.go v, (202) 408- 2502, 1625... the Safety and Soundness Act requires the regulated entities to promote diversity in all...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2010-12-28/pdf/2010-32541.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-12-28/pdf/2010-32541.pdf"><span id="translatedtitle">75 FR 81395 - Minority and Women <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-12-28</p> <p>...\\ See 75 FR 10446, March 8, 2010. FHFA received 23 comment letters to the proposed rule from individuals... Mac), and the Federal Home Loan Banks (Banks) to promote diversity and the <span class="hlt">inclusion</span> of women and... INFORMATION CONTACT: Eric Howard, Equal Employment Opportunity and Diversity Director,...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3857869','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3857869"><span id="translatedtitle">Nonlinear elastic <span class="hlt">inclusions</span> in isotropic solids</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Yavari, Arash; Goriely, Alain</p> <p>2013-01-01</p> <p>We introduce a geometric framework to calculate the residual stress fields and deformations of nonlinear solids with <span class="hlt">inclusions</span> and eigenstrains. <span class="hlt">Inclusions</span> are regions in a body with different reference configurations from the body itself and can be described by distributed eigenstrains. Geometrically, the eigenstrains define a Riemannian 3-manifold in which the body is stress-free by construction. The problem of residual stress calculation is then reduced to finding a mapping from the Riemannian material manifold to the ambient Euclidean space. Using this construction, we find the residual stress fields of three model systems with spherical and cylindrical symmetries in both incompressible and compressible isotropic elastic solids. In particular, we consider a finite spherical ball with a spherical <span class="hlt">inclusion</span> with uniform pure dilatational eigenstrain and we show that the stress in the <span class="hlt">inclusion</span> is uniform and hydrostatic. We also show how singularities in the stress distribution emerge as a consequence of a mismatch between radial and circumferential eigenstrains at the centre of a sphere or the axis of a cylinder. PMID:24353470</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=time+AND+interval+AND+concept&pg=4&id=EJ691632','ERIC'); return false;" href="http://eric.ed.gov/?q=time+AND+interval+AND+concept&pg=4&id=EJ691632"><span id="translatedtitle">Researching Classroom Processes of <span class="hlt">Inclusion</span> and Exclusion</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ohna, Stein Erik</p> <p>2005-01-01</p> <p>The aim of this paper is to discuss processes of <span class="hlt">inclusion</span> and exclusion in compulsory classrooms where both Norwegian and Norwegian Sign Language (NSL) are used. The Norwegian Education Act 1998, section 2?6, gives deaf pupils who have acquired sign language as their first language 'the right to tuition in the use of sign language and through the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stephen+AND+elliott&pg=5&id=EJ793299','ERIC'); return false;" href="http://eric.ed.gov/?q=stephen+AND+elliott&pg=5&id=EJ793299"><span id="translatedtitle">Testing Accommodations and <span class="hlt">Inclusive</span> Assessment Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Niebling, Bradley C.; Elliott, Stephen N.</p> <p>2005-01-01</p> <p>The <span class="hlt">inclusion</span> of students with disabilities in large-scale assessments, typically by using testing accommodations, for statewide accountability systems became a legal reality with the reauthorization of the Individuals with Disabilities Education Act in 1997, and the passage of the No Child Left Behind Act in 2002. These legal mandates and best…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=file&pg=6&id=EJ1027358','ERIC'); return false;" href="http://eric.ed.gov/?q=file&pg=6&id=EJ1027358"><span id="translatedtitle"><span class="hlt">Inclusion</span>'s Confusion in Alberta</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gilham, Chris; Williamson, W. John</p> <p>2014-01-01</p> <p>This hermeneutic paper interprets a recent series of reforms to <span class="hlt">inclusive</span> education policy undertaken by the ministry of education in the province of Alberta, Canada. A 2007 Alberta Education review of the 16,000 student files in the province that school boards had claimed met the criteria for severe disability codification status -- the level of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=APTS&pg=3&id=EJ958604','ERIC'); return false;" href="http://eric.ed.gov/?q=APTS&pg=3&id=EJ958604"><span id="translatedtitle">Changes in Preservice Teacher Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Swain, Kristine D.; Nordness, Philip D.; Leader-Janssen, Elizabeth M.</p> <p>2012-01-01</p> <p>Despite federal mandates to educate students with disabilities in the least restrictive environment, teachers continue to have mixed feelings about their own preparedness to educate students with disabilities in the general education setting. However, research has demonstrated that teachers with more positive attitudes toward <span class="hlt">inclusion</span> are more</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=kids&pg=5&id=EJ809523','ERIC'); return false;" href="http://eric.ed.gov/?q=kids&pg=5&id=EJ809523"><span id="translatedtitle">Creating <span class="hlt">Inclusive</span> Schools for All Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton-Theoharis, Julie; Theoharis, George</p> <p>2008-01-01</p> <p>In this article, a former principal at Falk Elementary School in Madison, Wisconsin, describes his school's shift as it sought to create an <span class="hlt">inclusive</span> school for all students and establish an authentic sense of belonging. Nationwide, schools and districts from Concord, New Hampshire, to Whittier, California, and from Cambridge, Massachusetts, to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stimulation+AND+early+AND+technology&pg=2&id=ED386873','ERIC'); return false;" href="http://eric.ed.gov/?q=stimulation+AND+early+AND+technology&pg=2&id=ED386873"><span id="translatedtitle">Beyond Tracking: Finding Success in <span class="hlt">Inclusive</span> Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pool, Harbison, Ed.; Page, Jane A., Ed.</p> <p></p> <p>This collection of papers addresses tracking, whether it should be abolished, the movement toward <span class="hlt">inclusiveness</span> in schools, strategies to meet all students' needs, and the process of untracking. Contents are as follows: "Why Ability Grouping Must End: Achieving Excellence and Equity in American Education" (Jomills Henry Braddock II and Robert E.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011SPIE.7890E..1DL','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011SPIE.7890E..1DL"><span id="translatedtitle">Tactile sensation imaging system for <span class="hlt">inclusion</span> characterization</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lee, Jong-Ha; Garcia-Acosta, Nathalia; Te, Kenny; Won, Chang-Hee</p> <p>2011-03-01</p> <p>Characterizing and locating sub-surface tumors will greatly enhance the detection and treatment of breast cancer. In this paper, a novel tactile sensation imaging system, that is capable of detecting and characterizing the subsurface object, was designed, implemented, and tested. A multi-layer Polydimethylsiloxane optical waveguide has been fabricated as the sensing probe. The light was illuminated below the acceptance angle to totally reflect within the flexible and transparent waveguide. When a waveguide is compressed by an external force, the contact area of the waveguide deforms and causes the light to scatter. The scattered light is captured by a high resolution camera and saved as an image. Using the salient features of the captured image, we estimated <span class="hlt">inclusion</span> characteristics such as size, depth, and Young's modulus. To test the performance of the proposed system, we use a realistic tissue phantom with embedded stiff <span class="hlt">inclusions</span>. The experimental results showed that the proposed system can detect <span class="hlt">inclusions</span> and provide the relative values of <span class="hlt">inclusion</span>'s mechanical properties. Using these relative values, we can discern malignant and benign tumors.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=kids&pg=6&id=EJ809523','ERIC'); return false;" href="http://eric.ed.gov/?q=kids&pg=6&id=EJ809523"><span id="translatedtitle">Creating <span class="hlt">Inclusive</span> Schools for All Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton-Theoharis, Julie; Theoharis, George</p> <p>2008-01-01</p> <p>In this article, a former principal at Falk Elementary School in Madison, Wisconsin, describes his school's shift as it sought to create an <span class="hlt">inclusive</span> school for all students and establish an authentic sense of belonging. Nationwide, schools and districts from Concord, New Hampshire, to Whittier, California, and from Cambridge, Massachusetts, to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED395404.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED395404.pdf"><span id="translatedtitle">Concepts of <span class="hlt">Inclusion</span> in Gifted Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Culross, Rita R.</p> <p></p> <p>This paper examines implications of the movement toward <span class="hlt">inclusive</span> schools for gifted and talented students, focusing on specific issues involved in considering whether or not gifted students should be served in a regular classroom setting. Key questions discussed include the ability of the regular classroom to meet the gifted student's needs, the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=alberta&id=EJ1027358','ERIC'); return false;" href="http://eric.ed.gov/?q=alberta&id=EJ1027358"><span id="translatedtitle"><span class="hlt">Inclusion</span>'s Confusion in Alberta</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gilham, Chris; Williamson, W. John</p> <p>2014-01-01</p> <p>This hermeneutic paper interprets a recent series of reforms to <span class="hlt">inclusive</span> education policy undertaken by the ministry of education in the province of Alberta, Canada. A 2007 Alberta Education review of the 16,000 student files in the province that school boards had claimed met the criteria for severe disability codification status -- the level of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511127.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511127.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling: Is It a Success?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nahlous-Ismail, Nada</p> <p>2010-01-01</p> <p>One of the aims of each Australian States and Territory Departments of Education and Training is to create a world-class <span class="hlt">inclusive</span> strategy in schools across the nation. They each see the need to raise awareness, support and change societal expectations for students with Special Needs and Disabilities nationally. This paper aims to investigate the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19930000168&hterms=tomography+neutron&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dtomography%2Bneutron','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19930000168&hterms=tomography+neutron&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dtomography%2Bneutron"><span id="translatedtitle">Tomographic Imaging Of Low-Density <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Roy, Jagatjit; Nguyen, Trung; Willenberg, James D.</p> <p>1993-01-01</p> <p>Computed neutron tomography reveals structure of volume containing material of lesser density surrounded by material of greater density. Technique used, for example, to examine and measure flaws or other <span class="hlt">inclusions</span> containing equally dense or less-dense material hidden in complicated structure made of denser material.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ961067','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ961067"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education--Empirical Experience from Serbia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kovacevic, Jasmina; Macesic-Petrovic, Dragana</p> <p>2012-01-01</p> <p>This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in <span class="hlt">inclusive</span> education. Most educational problems occur in relations and communications with their peers in typical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=occupational+AND+therapy+AND+education&pg=3&id=EJ755346','ERIC'); return false;" href="http://eric.ed.gov/?q=occupational+AND+therapy+AND+education&pg=3&id=EJ755346"><span id="translatedtitle">Preschool <span class="hlt">Inclusion</span>: Navigating through Alphabet Soup</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lytle, Rebecca; Bordin, Judith</p> <p>2005-01-01</p> <p>The number of preschool-aged children with disabilities who spend some part of their day in an <span class="hlt">inclusive</span> school or child care setting has grown tremendously in the past ten years. Meeting the needs of these children is always challenging. However, Public Law 105-17 the Individuals with Disabilities Education Act (IDEA'97) mandates that children…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Norway+AND+Economics&pg=3&id=EJ857872','ERIC'); return false;" href="http://eric.ed.gov/?q=Norway+AND+Economics&pg=3&id=EJ857872"><span id="translatedtitle"><span class="hlt">Inclusion</span> in PK-12: An International Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Curcic, Svjetlana</p> <p>2009-01-01</p> <p>With an aim to investigate <span class="hlt">inclusion</span> across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=physical+AND+mobility&pg=2&id=EJ865397','ERIC'); return false;" href="http://eric.ed.gov/?q=physical+AND+mobility&pg=2&id=EJ865397"><span id="translatedtitle">Assistive Technology: Supporting Learners in <span class="hlt">Inclusive</span> Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Simpson, Cynthia G.; McBride, Rebecca; Spencer, Vicky G.; Lowdermilk, John; Lynch, Sharon</p> <p>2009-01-01</p> <p>Over the past 10 years, the numbers of students with physical disability who are being educated in <span class="hlt">inclusive</span> or universal design for learning (UDL) classrooms have been increasing steadily. These students are expected to complete grade-level assignments, but not all of them are provided the necessary supports to do so. Many teachers in inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=dyson&pg=3&id=ED466708','ERIC'); return false;" href="http://eric.ed.gov/?q=dyson&pg=3&id=ED466708"><span id="translatedtitle">Academic Freedom and the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kahn, Sharon E., Ed.; Pavlich, Dennis, Ed.</p> <p></p> <p>The chapters in this collection explore issues related to academic freedom and the <span class="hlt">inclusive</span> university. The first section, Clarifying Concepts in Ideology, Language, and Law, contains these chapters: (1) Whats Sauce for One Goose: The Logic of Academic Freedom (Stanley Fish); (2) Academic Freedom: Rights as Immunities and Privileges (Frederick</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1077468','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1077468"><span id="translatedtitle">XAFS Model <span class="hlt">Compound</span> Library</span></a></p> <p><a target="_blank" href="http://www.osti.gov/dataexplorer">DOE Data Explorer</a></p> <p>Newville, Matthew</p> <p></p> <p>The XAFS Model <span class="hlt">Compound</span> Library contains XAFS data on model <span class="hlt">compounds</span>. The term "model" <span class="hlt">compounds</span> refers to <span class="hlt">compounds</span> of homogeneous and well-known crystallographic or molecular structure. Each data file in this library has an associated atoms.inp file that can be converted to a feff.inp file using the program ATOMS. (See the related Searchable Atoms.inp Archive at http://cars9.uchicago.edu/~newville/adb/) This Library exists because XAFS data on model <span class="hlt">compounds</span> is useful for several reasons, including comparing to unknown data for "fingerprinting" and testing calculations and analysis methods. The collection here is currently limited, but is growing. The focus to date has been on inorganic <span class="hlt">compounds</span> and minerals of interest to the geochemical community. [Copied, with editing, from http://cars9.uchicago.edu/~newville/ModelLib/</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21952849','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21952849"><span id="translatedtitle">Ecotoxicology of organofluorous <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Murphy, Margaret B; Loi, Eva I H; Kwok, Karen Y; Lam, Paul K S</p> <p>2012-01-01</p> <p>Organofluorous <span class="hlt">compounds</span> have been developed for myriad purposes in a variety of fields, including manufacturing, industry, agriculture, and medicine. The widespread use and application of these <span class="hlt">compounds</span> has led to increasing concern about their potential ecological toxicity, particularly because of the stability of the C-F bond, which can result in chemical persistence in the environment. This chapter reviews the chemical properties and ecotoxicology of four groups of organofluorous <span class="hlt">compounds</span>: fluorinated refrigerants and propellants, per- and polyfluorinated <span class="hlt">compounds</span> (PFCs), fluorinated pesticides, and fluoroquinolone antibiotics. These groups vary in their environmental fate and partitioning, but each raises concern in terms of ecological risk on both the regional and global scale, particularly those <span class="hlt">compounds</span> with long environmental half-lives. Further research on the occurrence and toxicities of many of these <span class="hlt">compounds</span> is needed for a more comprehensive understanding of their ecological effects. PMID:21952849</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013MMTB...44..762L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013MMTB...44..762L"><span id="translatedtitle">Numerical Simulations of <span class="hlt">Inclusion</span> Behavior in Gas-Stirred Ladles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lou, Wentao; Zhu, Miaoyong</p> <p>2013-06-01</p> <p>A computation fluid dynamics-population balance model (CFD-PBM) coupled model has been proposed to investigate the bubbly plume flow and <span class="hlt">inclusion</span> behavior including growth, size distribution, and removal in gas-stirred ladles, and some new and important phenomena and mechanisms were presented. For the bubbly plume flow, a modified k- ɛ model with extra source terms to account for the bubble-induced turbulence was adopted to model the turbulence, and the bubble turbulent dispersion force was taken into account to predict gas volume fraction distribution in the turbulent gas-stirred system. For <span class="hlt">inclusion</span> behavior, the phenomena of <span class="hlt">inclusions</span> turbulent random motion, bubbles wake, and slag eye forming on the molten steel surface were considered. In addition, the multiple mechanisms both that promote <span class="hlt">inclusion</span> growth due to <span class="hlt">inclusion-inclusion</span> collision caused by turbulent random motion, shear rate in turbulent eddy, and difference <span class="hlt">inclusion</span> Stokes velocities, and the mechanisms that promote <span class="hlt">inclusion</span> removal due to bubble-<span class="hlt">inclusion</span> turbulence random collision, bubble-<span class="hlt">inclusion</span> turbulent shear collision, bubble-<span class="hlt">inclusion</span> buoyancy collision, <span class="hlt">inclusion</span> own floatation near slag-metal interface, bubble wake capture, and wall adhesion were investigated. The importance of different mechanisms and total <span class="hlt">inclusion</span> removal ratio under different conditions, and the distribution of <span class="hlt">inclusion</span> number densities in ladle, were discussed and clarified. The results show that at a low gas flow rate, the <span class="hlt">inclusion</span> growth is mainly attributed to both turbulent shear collision and Stokes collision, which is notably affected by the Stokes collision efficiency, and the <span class="hlt">inclusion</span> removal is mainly attributed to the bubble-<span class="hlt">inclusion</span> buoyancy collision and <span class="hlt">inclusion</span> own floatation near slag-metal interface. At a higher gas flow rate, the <span class="hlt">inclusions</span> appear as turbulence random motion in bubbly plume zone, and both the <span class="hlt">inclusion-inclusion</span> and <span class="hlt">inclusion</span>-bubble turbulent random collisions become important for <span class="hlt">inclusion</span> growth and removal. With the increase of the gas flow rate, the total removal ratio increases, but when the gas flow rate exceeds 200 NL/min in 150-ton ladle, the total removal ration almost does not change. For the larger size <span class="hlt">inclusions</span>, the number density in bubbly plume zone is less than that in the sidewall recirculation zones, but for the small size <span class="hlt">inclusions</span>, the distribution of number density shows the opposite trend.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26939288','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26939288"><span id="translatedtitle">Isolation of <span class="hlt">Compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>2016-01-01</p> <p>Plants are the storehouse of many chemical <span class="hlt">compounds</span> that possess various biological activities. Identification of these <span class="hlt">compounds</span> becomes critical in understanding the exact mechanism behind the therapeutic potential of these plants. Screening and isolation of <span class="hlt">compounds</span> from plants important to human health involves various methods that need careful handling and attention. A detailed method of isolation using thin layer chromatography (TLC) and column is explained. PMID:26939288</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1082930','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1082930"><span id="translatedtitle">Preparation of uranium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Kiplinger, Jaqueline L; Montreal, Marisa J; Thomson, Robert K; Cantat, Thibault; Travia, Nicholas E</p> <p>2013-02-19</p> <p>UI.sub.3(1,4-dioxane).sub.1.5 and UI.sub.4(1,4-dioxane).sub.2, were synthesized in high yield by reacting turnings of elemental uranium with iodine dissolved in 1,4-dioxane under mild conditions. These molecular <span class="hlt">compounds</span> of uranium are thermally stable and excellent precursor materials for synthesizing other molecular <span class="hlt">compounds</span> of uranium including alkoxide, amide, organometallic, and halide <span class="hlt">compounds</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015M%26PS...50.1595R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015M%26PS...50.1595R"><span id="translatedtitle">An American on Paris: Extent of aqueous alteration of a CM chondrite and the petrography of its refractory and amoeboid olivine <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rubin, Alan E.</p> <p>2015-09-01</p> <p>Paris is the least aqueously altered CM chondrite identified to date, classified as subtype 2.7; however, literature data indicate that some regions of this apparently brecciated meteorite may be subtype 2.9. The suite of CAIs in Paris includes 19% spinel-pyroxene <span class="hlt">inclusions</span>, 19% spinel <span class="hlt">inclusions</span>, 8% spinel-pyroxene-olivine <span class="hlt">inclusions</span>, 43% pyroxene <span class="hlt">inclusions</span>, 8% pyroxene-olivine <span class="hlt">inclusions</span>, and 3% hibonite-bearing <span class="hlt">inclusions</span>. Both simple and complex <span class="hlt">inclusions</span> are present; some have nodular, banded, or distended structures. No melilite was identified in any of the <span class="hlt">inclusions</span> in the present suite, but other recent studies have found a few rare occurrences of melilite in Paris CAIs. Because melilite is highly susceptible to aqueous alteration, it is likely that it was mostly destroyed during early-stage parent-body alteration. Two of the CAIs in this study are part of <span class="hlt">compound</span> CAI-chondrule objects. Their presence suggests that there were transient heating events (probably associated with chondrule formation) in the nebula after chondrules and CAIs were admixed. Also present in Paris are a few amoeboid olivine <span class="hlt">inclusions</span> (AOI) consisting of relatively coarse forsterite rims surrounding fine-grained, porous zones containing diopside and anorthite. The interior regions of the AOIs may represent fine-grained rimless CAIs that were incorporated into highly porous forsterite-rich dustballs. These assemblages were heated by an energy pulse that collapsed and coarsened their rims, but failed to melt their interiors.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/7299649','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/7299649"><span id="translatedtitle">Nitrodifluoraminoterphenyl <span class="hlt">compounds</span> and processes</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Lerom, M.W.; Peters, H.M.</p> <p>1975-07-08</p> <p>This patent relates to the nitrodifluoraminoterphenyl <span class="hlt">compounds</span>: 3,3''-bis (difluoramino)-2,2'' 4,4', 4'',6,6',6''-octanitro-m-terphenyl (DDONT) and 3,3''-bis(difluoramino)-2,2',2''4,4',4'',6,6',6''-nonanitro-m-terphenyl (DDNONA). Procedures are described wherein diamino precursors of the indicated <span class="hlt">compounds</span> are prepared and the final <span class="hlt">compounds</span> are obtained by a fluorination operation. The <span class="hlt">compounds</span> are highly energetic and suitable for use as explosives and particularly in exploding bridge wire (EBW) detonators. (auth)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140010586','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140010586"><span id="translatedtitle">Diversity in C-Xanes Spectra Obtained from Carbonaceous Solid <span class="hlt">Inclusions</span> from Monahans Halite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kebukawa, Y.; Zolensky, M. E.; Fries, M.; Kilcoyne, A. L. D.; Rahman, Z.; Cody, G. D.</p> <p>2014-01-01</p> <p>Monahans meteorite (H5) contains fluid <span class="hlt">inclusion</span>- bearing halite (NaCl) crystals [1]. Microthermometry and Raman spectroscopy showed that the fluid in the <span class="hlt">inclusions</span> is an aqueous brine and they were trapped near 25degC [1]. Their continued presence in the halite grains requires that their incorporation into the H chondrite asteroid was post metamorphism [2]. Abundant solid <span class="hlt">inclusions</span> are also present in the halites. The solid <span class="hlt">inclusions</span> include abundant and widely variable organics [2]. Analyses by Raman microprobe, SEM/EDX, synchrotron X-ray diffraction and TEM reveal that these grains include macromolecular carbon similar in structure to CV3 chondrite matrix carbon, aliphatic carbon <span class="hlt">compounds</span>, olivine (Fo99-59), high- and low-Ca pyroxene, feldspars, magnetite, sulfides, lepidocrocite, carbonates, diamond, apatite and possibly the zeolite phillipsite [3]. Here we report organic analyses of these carbonaceous residues in Monahans halite using C-, N-, and O- X-ray absorption near edge structure (XANES). Samples and Methods: Approximately 100 nm-thick sections were extracted with a focused ion beam (FIB) at JSC from solid <span class="hlt">inclusions</span> from Monahans halite. The sections were analyzed using the scanning transmission X-ray microscope (STXM) on beamline 5.3.2.2 at the Advanced Light Source, Lawrence Berkeley National Laboratory for XANES spectroscopy. Results and Discussion: C-XANES spectra of the solid <span class="hlt">inclusions</span> show micrometer-scale heterogeneity, indicating that the macromolecular carbon in the <span class="hlt">inclusions</span> have complex chemical variations. C-XANES features include 284.7 eV assigned to aromatic C=C, 288.4-288.8 eV assigned to carboxyl, and 290.6 eV assigned to carbonate. The carbonyl features obtained by CXANES might have been caused by the FIB used in sample preparation. No specific N-XANES features are observed. The CXANES spectra obtained from several areas in the FIB sections include type 1&2 chondritic IOM like, type 3 chondritic IOM like, and none of the above. The natures of the macromolecular carbon in the solid <span class="hlt">inclusions</span> observed by C-XANES are consistent with the previous studies showing that the carbonaceous solid <span class="hlt">inclusions</span> have not originated from Monahans parent body [1-3], and have various origins, including various chondritic meteorite parent bodies as well as other unknown source(s).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+classes&pg=3&id=EJ806357','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+classes&pg=3&id=EJ806357"><span id="translatedtitle">Educating Families about <span class="hlt">Inclusive</span> Education: A Month-by-Month Guide for Teachers of <span class="hlt">Inclusive</span> Classes</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stivers, Jan; Francis-Cropper, LaTonya; Straus, Miriam</p> <p>2008-01-01</p> <p>This article offers strategies teachers can use throughout the year to help families of children with and without disabilities, and by extension the broader community, understand and appreciate <span class="hlt">inclusive</span> education and their roles in ensuring its success. (Contains 3 tables.)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70015208','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70015208"><span id="translatedtitle">Diagenetic palaeotemperatures from aqueous fluid <span class="hlt">inclusions</span>: re- equilibration of <span class="hlt">inclusions</span> in carbonate cements by burial heating.</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Burruss, R.C.</p> <p>1987-01-01</p> <p>Calculations based on the observed behaviour of <span class="hlt">inclusions</span> in fluorite under external confining P allows prediction of the T and depths of burial necessary to initiate re-equilibration of aqueous <span class="hlt">inclusions</span> in the common size range 40-4 mu m. Heating of 20-60oC over the initial trapping T may cause errors of 10-20oC in the homogenization T. This suggests that re-equilibration may cause aqueous <span class="hlt">inclusions</span> in carbonates to yield a poor record of their low-T history, but a useful record of the maximum T experienced by the host rock. Previous work suggests that <span class="hlt">inclusions</span> containing petroleum fluids will be less susceptible to re-equilibration.This and the following six abstracts represent papers presented at a joint meeting of the Applied Mineralogy Group of the Mineralogical Society and the Petroleum Group of the Geological Society held in Newcastle upon Tyne in April 1986.-R.A.H.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6935901','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6935901"><span id="translatedtitle">Toxicity of nitroaromatic <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Rickert, D.E.</p> <p>1985-01-01</p> <p>The contents of this book include: Sex, Strain, and Species Differences in the Response of Rodents to Nitrobenzene Vapors; The Hepatocarcinogenicity of Dinitrotoluenes; Free Radical Mechanism of Nitroreductase; Use of an In Vivo DNA Repair Assay in the Study of Genotoxicity of Nitroaromatic <span class="hlt">Compounds</span>; and Possible Models for Risk Assessment of Nitroaromatic <span class="hlt">Compounds</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1987JAP....62.1613V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1987JAP....62.1613V"><span id="translatedtitle">Viscoelastic behavior of polymer layers with <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>van der Linden, J. H. M.; Wierenga, P. E.; Honig, E. P.</p> <p>1987-09-01</p> <p>The viscoelastic properties of very thin layers of a composite, consisting of TiO2 particles in a polyester-urethane binder, were determined by dynamic indentation measurements. Air <span class="hlt">inclusions</span> appear to have a great influence on the viscoelastic properties. Application of Honig, Wierenga, and van der Linden's extended theory [J. Appl. Phys. 62, ???? (1987)] to our composite with two types of <span class="hlt">inclusions</span>, pigment and air, yields a modulus of elasticity that is in agreement with the experimental values up to a pigment volume concentration (c1) of 0.4. The experimentally found maximum in the curve of the modulus of elasticity as a function of c1 is also predicted with this model. The experiments show a more or less constant loss tangent, in accordance with the theoretical prediction that the loss tangent is independent of c1.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19805422','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19805422"><span id="translatedtitle">Formalizing Darwinism and <span class="hlt">inclusive</span> fitness theory.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Grafen, Alan</p> <p>2009-11-12</p> <p><span class="hlt">Inclusive</span> fitness maximization is a basic building block for biological contributions to any theory of the evolution of society. There is a view in mathematical population genetics that nothing is caused to be maximized in the process of natural selection, but this is explained as arising from a misunderstanding about the meaning of fitness maximization. Current theoretical work on <span class="hlt">inclusive</span> fitness is discussed, with emphasis on the author's 'formal Darwinism project'. Generally, favourable conclusions are drawn about the validity of assuming fitness maximization, but the need for continuing work is emphasized, along with the possibility that substantive exceptions may be uncovered. The formal Darwinism project aims more ambitiously to represent in a formal mathematical framework the central point of Darwin's Origin of Species, that the mechanical processes of inheritance and reproduction can give rise to the appearance of design, and it is a fitting ambition in Darwin's bicentenary year to capture his most profound discovery in the lingua franca of science. PMID:19805422</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4031244','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4031244"><span id="translatedtitle"><span class="hlt">Inclusion</span> for toddlers with autism spectrum disorders</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>STAHMER, AUBYN C.; AKSHOOMOFF, NATACHA; CUNNINGHAM, ALLISON B.</p> <p>2014-01-01</p> <p>The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an <span class="hlt">inclusive</span> toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in <span class="hlt">inclusive</span> settings and suggestions for future research directions are discussed. PMID:21486899</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/270656','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/270656"><span id="translatedtitle"><span class="hlt">Inclusive</span> jet cross section measurement at CDF</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Pagliarone, C.</p> <p>1996-08-01</p> <p>The CDF Collaboration has measured the <span class="hlt">inclusive</span> jet cross section using 1992-93 collider data at 1.8 TeV. The CDF measurement is in very good agreement with NLO QCD predictions for transverse energies (E{sub T}) below 200 GeV. However, it is systematically higher than NLO QCD predictions for E{sub T} above 200 GeV.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/22309134','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/22309134"><span id="translatedtitle">Optimal Control of Evolution Mixed Variational <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Alduncin, Gonzalo</p> <p>2013-12-15</p> <p>Optimal control problems of primal and dual evolution mixed variational <span class="hlt">inclusions</span>, in reflexive Banach spaces, are studied. The solvability analysis of the mixed state systems is established via duality principles. The optimality analysis is performed in terms of perturbation conjugate duality methods, and proximation penalty-duality algorithms to mixed optimality conditions are further presented. Applications to nonlinear diffusion constrained problems as well as quasistatic elastoviscoplastic bilateral contact problems exemplify the theory.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/21100271','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/21100271"><span id="translatedtitle"><span class="hlt">Inclusive</span> quasielastic electron-nucleus scattering</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Benhar, Omar; Day, Donal; Sick, Ingo</p> <p>2008-01-15</p> <p>This paper presents a review on the field of <span class="hlt">inclusive</span> quasielastic electron-nucleus scattering. It discusses the approach used to measure the data and includes a compilation of data available in numerical form. The theoretical approaches used to interpret the data are presented. A number of results obtained from the comparison between experiment and calculation are then reviewed. The analogies to, and differences from, other fields of physics exploiting quasielastic scattering from composite systems are pointed out.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70148465','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70148465"><span id="translatedtitle">Bursting the bubble of melt <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Lowenstern, Jacob B.</p> <p>2015-01-01</p> <p>Most silicate melt <span class="hlt">inclusions</span> (MI) contain bubbles, whose significance has been alternately calculated, pondered, and ignored, but rarely if ever directly explored. Moore et al. (2015) analyze the bubbles, as well as their host glasses, and conclude that they often hold the preponderance of CO2 in the MI. Their findings entreat future researchers to account for the presence of bubbles in MI when calculating volatile budgets, saturation pressures, and eruptive flux.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/892468','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/892468"><span id="translatedtitle"><span class="hlt">Inclusive</span> jet production at the Tevatron</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Norniella, Olga; /Barcelona, IFAE</p> <p>2006-08-01</p> <p>Preliminary results on <span class="hlt">inclusive</span> jet production in proton-antiproton collisions at {radical}s = 1.96 TeV based on 1 fb{sup -1} of CDF Run II data are presented. Measurements are preformed using different jet algorithms in a wide range of jet transverse momentum and jet rapidity. The measured cross sections are compared to next-to-leading order perturbative QCD calculations</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/419391','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/419391"><span id="translatedtitle"><span class="hlt">Inclusive</span> jet cross section at D0</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Bhattacharjee, M.</p> <p>1996-09-01</p> <p>Preliminary measurement of the central ({vert_bar}{eta}{vert_bar} {<=} 0.5) <span class="hlt">inclusive</span> jet cross sections for jet cone sizes of 1.0, 0.7, and 0.5 at D{null} based on the 1992-1993 (13.7 {ital pb}{sup -1}) and 1994-1995 (90 {ital pb}{sup -1}) data samples are presented. Comparisons to Next-to-Leading Order (NLO) Quantum Chromodynamics (QCD) calculations are made.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ghr.nlm.nih.gov/condition/familial-encephalopathy-with-neuroserpin-inclusion-bodies','NIH-MEDLINEPLUS'); return false;" href="https://ghr.nlm.nih.gov/condition/familial-encephalopathy-with-neuroserpin-inclusion-bodies"><span id="translatedtitle">Genetics Home Reference: familial encephalopathy with neuroserpin <span class="hlt">inclusion</span> bodies</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Home Health Conditions FENIB familial encephalopathy with neuroserpin <span class="hlt">inclusion</span> bodies Enable Javascript to view the expand/collapse ... All Close All Description Familial encephalopathy with neuroserpin <span class="hlt">inclusion</span> bodies ( FENIB ) is a disorder that causes progressive ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19850047899&hterms=Fluid+Inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DFluid%2BInclusions','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19850047899&hterms=Fluid+Inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DFluid%2BInclusions"><span id="translatedtitle">Fluid <span class="hlt">inclusions</span> in stony meteorites - A cautionary note</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Rudnick, R. L.; Ashwal, L. D.; Henry, D. J.; Gibson, E. K., Jr.; Roedder, E.; Belkin, H. E.; Colucci, M. T.</p> <p>1985-01-01</p> <p>Newly discovered fluid <span class="hlt">inclusions</span> in thin sections of Bjurbole chondrules, shergottite EETA79001, lunar meteorite ALHA81005, and Apollo 16 glasses possess physical properties similar to those of fluid <span class="hlt">inclusions</span> found in thin sections of five stony meteorites recently described by Warner et al. (1983). The distribution and physical properties of these new fluid <span class="hlt">inclusions</span> indicate they may be artifacts of thin section preparation; it is suggested that saw coolant was sucked into vacuum vesicles in glasses and minerals through submicroscopic fractures produced during sawing. The similarities between these fluid <span class="hlt">inclusions</span> and fluid <span class="hlt">inclusions</span> previously described by Warner et al. (1983) indicate that many of the fluid <span class="hlt">inclusions</span> reported earlier may be artifacts. Consequently, the origin of any fluid <span class="hlt">inclusions</span> observed in thin sections of extraterrestrial materials must be interpreted with caution. The most probable true extraterrestrial fluid <span class="hlt">inclusions</span> are those that have been observed in grains prepared without exposure to liquids of any kind.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=41589&keyword=larva&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=59382498&CFTOKEN=57076516','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=41589&keyword=larva&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=59382498&CFTOKEN=57076516"><span id="translatedtitle">CHARACTERIZATION OF THE PARASPORAL <span class="hlt">INCLUSION</span> OF BACILLUS THURINGIENSIS VAR. KYUSHUENSIS</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Bacillus thuringiensis var. kyushuensis synthesizes an irregularly shaped parasporal <span class="hlt">inclusion</span> during sporulation. lectron microscopy revealed that the <span class="hlt">inclusions</span> are composed of a relatively homogeneous appearing center surrounded by a thick, electron dense coating. urified incl...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/15446609','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/15446609"><span id="translatedtitle">Diversity: creating an environment of <span class="hlt">inclusiveness</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Swanson, Jane W</p> <p>2004-01-01</p> <p>Diversity is a concept that most organizations espouse but find challenging to put into practice. It is especially critical for healthcare organizations to be responsive in addressing issues of diversity related to not only employees but also clients. This article identifies the following 3 areas that must be addressed if an organization is to succeed in creating an environment where diversity and <span class="hlt">inclusiveness</span> are honored: (1) organizations and their leaders need to be aware of their reactions "those who are different" in their organization. This awareness is critical in identifying the underlying obstacles that prevent a truly <span class="hlt">inclusive</span> workplace; (2) organizations and their leaders need to be able to expand their perspectives allowing them to not only understand but appreciate others. These expanded perspectives can provide a potentially powerful tool for both problem solving and conflict resolution; (3) if organizations and their leaders are actively engaged in exploring options and are open to alternatives, they will find that they not only succeed in creating an environment of <span class="hlt">inclusiveness</span> but also are in a better position to meet the needs of employees, patients, and a multicultural society. PMID:15446609</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26005157','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26005157"><span id="translatedtitle">Water soluble biocompatible vesicles based on polysaccharides and oligosaccharides <span class="hlt">inclusion</span> complexes for carotenoid delivery.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Polyakov, Nikolay E; Kispert, Lowell D</p> <p>2015-09-01</p> <p>Since carotenoids are highly hydrophobic, air- and light-sensitive hydrocarbon <span class="hlt">compounds</span>, developing methods for increasing their bioavailability and stability towards irradiation and reactive oxygen species is an important goal. Application of <span class="hlt">inclusion</span> complexes of "host-guest" type with polysaccharides and oligosaccharides such as arabinogalactan, cyclodextrins and glycyrrhizin minimizes the disadvantages of carotenoids when these <span class="hlt">compounds</span> are used in food processing (colors and antioxidant capacity) as well as for production of therapeutic formulations. Cyclodextrin complexes which have been used demonstrated enhanced storage stability but suffered from poor solubility. Polysaccharide and oligosaccharide based <span class="hlt">inclusion</span> complexes play an important role in pharmacology by providing increased solubility and stability of lipophilic drugs. In addition they are used as drug delivery systems to increase absorption rate and bioavailability of the drugs. In this review we summarize the existing data on preparation methods, analysis, and chemical reactivity of carotenoids in <span class="hlt">inclusion</span> complexes with cyclodextrin, arabinogalactan and glycyrrhizin. It was demonstrated that incorporation of carotenoids into the "host" macromolecule results in significant changes in their physical and chemical properties. In particular, polysaccharide complexes show enhanced photostability of carotenoids in water solutions. A significant decrease in the reactivity towards metal ions and reactive oxygen species in solution was also detected. PMID:26005157</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+classes&id=EJ911460','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+classes&id=EJ911460"><span id="translatedtitle">Teacher Preparation for <span class="hlt">Inclusive</span> Education: Increasing Knowledge but Raising Concerns</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Forlin, Chris; Chambers, Dianne</p> <p>2011-01-01</p> <p>The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of <span class="hlt">inclusive</span> education practice. Issues about the effectiveness of teacher preparation for working in <span class="hlt">inclusive</span> classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for <span class="hlt">inclusion</span> had some…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=EPS&pg=6&id=EJ1056800','ERIC'); return false;" href="http://eric.ed.gov/?q=EPS&pg=6&id=EJ1056800"><span id="translatedtitle">Educational <span class="hlt">Inclusion</span> in England: Origins, Perspectives and Current Directions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lauchlan, Fraser; Greig, Susan</p> <p>2015-01-01</p> <p>In this paper we examine different aspects of the <span class="hlt">inclusion</span> debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the <span class="hlt">inclusion</span> agenda over the last decade: should effective <span class="hlt">inclusion</span> be considered only as placement in mainstream school</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22nussbaum%22&pg=4&id=EJ965892','ERIC'); return false;" href="http://eric.ed.gov/?q=%22nussbaum%22&pg=4&id=EJ965892"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education, Exclusion and Difficult Difference: A Call for Humanity?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rogers, Chrissie</p> <p>2012-01-01</p> <p>This article presents the author's review of three books: (1) "The irregular school: exclusion, schooling and <span class="hlt">inclusive</span> education," by Roger Slee; (2) "Confronting obstacles to <span class="hlt">inclusion</span>: international responses to developing <span class="hlt">inclusive</span> education," edited by Richard Rose; and (3) ""Hanging in with the kids" in tough times: engagement in contexts of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=mapping+AND+surrounding&pg=4&id=EJ569407','ERIC'); return false;" href="http://eric.ed.gov/?q=mapping+AND+surrounding&pg=4&id=EJ569407"><span id="translatedtitle">International Developments in <span class="hlt">Inclusive</span> Schooling: Mapping the Issues.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sebba, Judy; Ainscow, Mel</p> <p>1996-01-01</p> <p>Maps out the rationale and scope of this special edition of the journal, focusing on international developments in <span class="hlt">inclusive</span> schooling. Describes the debate surrounding the search for an appropriate definition of <span class="hlt">inclusion</span>. Gives consideration to some of the main issues emerging from the literature on developing <span class="hlt">inclusive</span> schooling. (DSK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=branch+AND+bound&id=EJ871291','ERIC'); return false;" href="http://eric.ed.gov/?q=branch+AND+bound&id=EJ871291"><span id="translatedtitle">The Czech Way of <span class="hlt">Inclusion</span> through an Experiential Education Framework</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kudlacek, Martin; Bocarro, Jason; Jirasek, Ivo; Hanus, Radek</p> <p>2009-01-01</p> <p>The purpose of this article is to present the development of <span class="hlt">inclusive</span> experiential education courses in the Czech Republic. The <span class="hlt">inclusion</span> of people with disabilities (PWD) in recreation, sport, and education has become more prevalent in Czech society. This article describes the conceptual meaning of the term <span class="hlt">inclusion</span> from both a historical and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=latin+AND+america&id=EJ944077','ERIC'); return false;" href="http://eric.ed.gov/?q=latin+AND+america&id=EJ944077"><span id="translatedtitle">Preparing Teachers for <span class="hlt">Inclusive</span> Education in Latin America</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vaillant, Denise</p> <p>2011-01-01</p> <p>This article analyzes the current challenges facing <span class="hlt">inclusive</span> education in Latin America and explores some possible solutions. The author suggests that teachers play a key role in providing education that is <span class="hlt">inclusive</span> for all. In Latin America, today, however, <span class="hlt">inclusive</span> education often does not respond to the needs of children and young people,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Novas&pg=7&id=EJ772469','ERIC'); return false;" href="http://eric.ed.gov/?q=Novas&pg=7&id=EJ772469"><span id="translatedtitle"><span class="hlt">Inclusion</span> and Guilt: The Emotional Fallout for Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Macmillan, Robert; Meyer, Matthew J.</p> <p>2006-01-01</p> <p>The principle of <span class="hlt">inclusion</span> of children with exceptionalities is accepted by teachers, but the practice of <span class="hlt">inclusion</span> is problematic, particularly at the secondary level. In a study of <span class="hlt">inclusion</span> and the impact of budgetary constraints in Nova Scotia, teachers reported that they had difficulty meeting the needs of all students within their classroom…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=van+AND+allen&pg=7&id=EJ618611','ERIC'); return false;" href="http://eric.ed.gov/?q=van+AND+allen&pg=7&id=EJ618611"><span id="translatedtitle">Successful Strategies for <span class="hlt">Inclusion</span> at the Middle Level.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Waldron, Karen A.; Allen, Laura Van Zandt</p> <p>1999-01-01</p> <p>Discusses the <span class="hlt">inclusion</span> of students with special needs into the team-taught middle school environment. Notes existing middle school factors supporting successful <span class="hlt">inclusion</span> and additional support needs, teaching models for the <span class="hlt">inclusive</span> classroom, grouping practices, cooperative learning, peer tutoring, multiple intelligences, instructional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fur+AND+seal&id=ED401682','ERIC'); return false;" href="http://eric.ed.gov/?q=fur+AND+seal&id=ED401682"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Practical Implementation of the Least Restrictive Environment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Power-deFur, Lissa A.; Orelove, Fred P.</p> <p></p> <p>The 19 chapters of this book address theoretical and practical aspects of the development and implementation of <span class="hlt">inclusive</span> education programs. Chapter titles and authors are: (1) "<span class="hlt">Inclusive</span> Education: The Past, Preset, and Future" (Lissa A. Power-deFur and Fred P. Orelove); (2) "<span class="hlt">Inclusion</span> and School Restructuring: Meeting the Needs of All Children"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Fluid+AND+Inclusions&id=EJ506587','ERIC'); return false;" href="http://eric.ed.gov/?q=Fluid+AND+Inclusions&id=EJ506587"><span id="translatedtitle">Does <span class="hlt">Inclusion</span> Cost More? The Cost of Special Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mawdsley, Ralph D.</p> <p>1995-01-01</p> <p>Whether <span class="hlt">inclusion</span> will produce resource economies for school districts is difficult to determine. Districts that have developed <span class="hlt">inclusive</span> models have reported mixed results. There appear to be no savings in personnel costs, although some overall reduction in transportation expenditure has occurred. <span class="hlt">Inclusion</span> demands a more fluid approach to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ814479.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ814479.pdf"><span id="translatedtitle">Pre-Service Educators' Attitudes towards <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mdikana, Andile; Ntshangase, Sibusiso; Mayekiso, Tokozile</p> <p>2007-01-01</p> <p>The <span class="hlt">inclusion</span> of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of <span class="hlt">inclusion</span>, as well as the attitudes and beliefs of general educators towards the <span class="hlt">inclusion</span> of learners with disabilities in the general education classroom.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&pg=3&id=EJ1032781','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&pg=3&id=EJ1032781"><span id="translatedtitle">Statistical Trends and Developments within <span class="hlt">Inclusive</span> Education in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cakiroglu, Orhan; Melekoglu, Macid Ayhan</p> <p>2014-01-01</p> <p>The education of students with special needs in an <span class="hlt">inclusive</span> environment is becoming more widespread throughout the world. Similarly, in Turkey, the <span class="hlt">inclusion</span> of students with disabilities has also improved. However, current statistical trends and developments within <span class="hlt">inclusive</span> education are not well known. The purpose of this study is to provide a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=tony+AND+shaw&id=ED440482','ERIC'); return false;" href="http://eric.ed.gov/?q=tony+AND+shaw&id=ED440482"><span id="translatedtitle">Index for <span class="hlt">Inclusion</span>: Developing Learning and Participation in Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Booth, Tony; Ainscow, Mel; Black-Hawkins, Kristine; Vaughan, Mark; Shaw, Linda</p> <p></p> <p>The Index is a compilation of materials to support schools in the process of <span class="hlt">inclusive</span> school development and is organized around the three dimensions of <span class="hlt">inclusive</span> schools: cultures, policies, and practices. Part 1 provides an introduction to the manual, discusses the Index process as an approach to <span class="hlt">inclusion</span> of special needs students, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=regular&pg=7&id=EJ863242','ERIC'); return false;" href="http://eric.ed.gov/?q=regular&pg=7&id=EJ863242"><span id="translatedtitle">Teacher Attitude towards <span class="hlt">Inclusion</span> Practices and Special Needs Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ross-Hill, Rorie</p> <p>2009-01-01</p> <p>This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of <span class="hlt">inclusion</span> in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards <span class="hlt">inclusion</span> and how the <span class="hlt">inclusive</span> environment can be improved. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-533.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-533.pdf"><span id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&id=EJ1056800','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ1056800"><span id="translatedtitle">Educational <span class="hlt">Inclusion</span> in England: Origins, Perspectives and Current Directions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lauchlan, Fraser; Greig, Susan</p> <p>2015-01-01</p> <p>In this paper we examine different aspects of the <span class="hlt">inclusion</span> debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the <span class="hlt">inclusion</span> agenda over the last decade: should effective <span class="hlt">inclusion</span> be considered only as placement in mainstream school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-533.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-533.pdf"><span id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-133.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-133.pdf"><span id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-1.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-1.pdf"><span id="translatedtitle">26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... 26 Internal Revenue 14 2011-04-01 2010-04-01 true <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-133.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-133.pdf"><span id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1055217.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1055217.pdf"><span id="translatedtitle">A Perspective of <span class="hlt">Inclusion</span>: Challenges for the Future</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Braunsteiner, Maria-Luise; Mariano-Lapidus, Susan</p> <p>2014-01-01</p> <p>The term, "<span class="hlt">inclusion</span>," particularly in the educational setting, is still based on a deficit view. Perceptions of "dis"-ability create barriers to true <span class="hlt">inclusion</span> and are often reinforced through higher education training programs. To promote <span class="hlt">inclusive</span> values, acceptance of individual and cultural differences must be included in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Group+AND+selection+AND+examples&pg=3&id=EJ865070','ERIC'); return false;" href="http://eric.ed.gov/?q=Group+AND+selection+AND+examples&pg=3&id=EJ865070"><span id="translatedtitle">Barriers that Prevent the Achievement of <span class="hlt">Inclusive</span> Democratic Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garcia-Huidobro, Juan Eduardo; Corvalan, Javier</p> <p>2009-01-01</p> <p><span class="hlt">Inclusive</span> education inherently involves the <span class="hlt">inclusion</span> of all citizens in a democratic society. Based on this view, questions emerge with respect to equality and integration in educational systems. Although <span class="hlt">inclusion</span> should be viewed as a requirement in a democratic society, along with the integration in schools of students from different social…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED370928.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED370928.pdf"><span id="translatedtitle">Teachers' Views of <span class="hlt">Inclusion</span>: "I'd Rather Pump Gas."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vaughn, Sharon; And Others</p> <p></p> <p>The issue of <span class="hlt">inclusion</span> has been at the forefront of attention in education, and has been widely discussed and debated. Since teachers will be the primary service deliverers of whatever <span class="hlt">inclusion</span> practices are adopted, this study was conducted in an attempt better to understand teachers' understanding and perceptions of <span class="hlt">inclusion</span>. Focus group</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=telephone+AND+history&pg=5&id=ED547567','ERIC'); return false;" href="http://eric.ed.gov/?q=telephone+AND+history&pg=5&id=ED547567"><span id="translatedtitle">A Conceptual Analysis of Key Concepts in <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Boston-Kemple, Thomas Ernest</p> <p>2012-01-01</p> <p>The concepts of an <span class="hlt">inclusive</span> classroom, <span class="hlt">inclusion</span>, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of "an <span class="hlt">inclusive</span> classroom,"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1048067.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1048067.pdf"><span id="translatedtitle">Leadership for All Students: Planning for More <span class="hlt">Inclusive</span> School Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, William R.; Simon, Marsha D.</p> <p>2014-01-01</p> <p>Educational policies and leadership practice has evolved to support efforts for <span class="hlt">inclusive</span> education for students with disabilities. This article focuses on how leaders support and develop <span class="hlt">inclusive</span> practices for students with disability through engaging institutional norms and inertia; developing <span class="hlt">inclusive</span> practice as a planned organization-wide…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ847471.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ847471.pdf"><span id="translatedtitle">Examining Teachers' Concerns and Attitudes to <span class="hlt">Inclusive</span> Education in Ghana</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Agbenyega, Joseph</p> <p>2007-01-01</p> <p>This paper reports on a study that examined teachers' concerns and attitude toward <span class="hlt">inclusive</span> education of students with disabilities in Ghana. A 20 item Attitudes Toward <span class="hlt">Inclusion</span> in Africa Scale (ATIAS) was completed by 100 teachers from five "<span class="hlt">Inclusive</span> Project" schools and five Non-Project coeducational basic schools in three different…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=theory+AND+systems&pg=4&id=EJ959751','ERIC'); return false;" href="http://eric.ed.gov/?q=theory+AND+systems&pg=4&id=EJ959751"><span id="translatedtitle">Trekking Back to Mainstream for <span class="hlt">Inclusive</span> Education, Is It There?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kalenga, Rosemary Chimbala; Fourie, Elsa</p> <p>2012-01-01</p> <p>This paper explores the ecosystemic management strategies for <span class="hlt">inclusive</span> schools due to challenges faced by the schools in the mainstream school where learners from the specialised institutions are referred back to mainstream for <span class="hlt">inclusive</span> education. Ecosystemic perspective on <span class="hlt">inclusive</span> education, ecological theories and systems theories underpin…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Depth+AND+perception&pg=7&id=EJ1002317','ERIC'); return false;" href="http://eric.ed.gov/?q=Depth+AND+perception&pg=7&id=EJ1002317"><span id="translatedtitle">Teacher Perspectives on <span class="hlt">Inclusive</span> Education in Rural Alberta, Canada</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGhie-Richmond, Donna; Irvine, Angela; Loreman, Tim; Cizman, Juna Lea; Lupart, Judy</p> <p>2013-01-01</p> <p>The results of 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative interviews examining teachers' perspectives regarding <span class="hlt">inclusion</span> in a rural school district are reported. Four features of <span class="hlt">inclusive</span> education from the perspective of teachers are elaborated: (1) attitudes toward <span class="hlt">inclusion</span>; (2) supportive communication and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509930.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509930.pdf"><span id="translatedtitle">The Teacher Attitudes Toward <span class="hlt">Inclusion</span> Scale (TATIS) Technical Report</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cullen, Joseph P.; Gregory, Jess L.; Noto, Lori A.</p> <p>2010-01-01</p> <p>Teacher attitudes toward the <span class="hlt">inclusion</span> of children with disabilities into general education classrooms have been found to be strong predictors of the success of efforts to create <span class="hlt">inclusive</span> learning communities. Specifically, research has shown that when teachers have positive mindsets toward <span class="hlt">inclusion</span>, they more readily adapt their teaching…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Environment&id=EJ1095396','ERIC'); return false;" href="http://eric.ed.gov/?q=Environment&id=EJ1095396"><span id="translatedtitle">Academic Performance of Students without Disabilities in the <span class="hlt">Inclusive</span> Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fruth, Jason D.; Woods, Melanie N.</p> <p>2015-01-01</p> <p>This study examines the impact of <span class="hlt">inclusion</span> on secondary students by focusing on the performance of students without disabilities in the <span class="hlt">inclusive</span> environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the <span class="hlt">inclusive</span> environment on the performance of students with disabilities.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=background+AND+intelligence+AND+emotional&pg=3&id=EJ904138','ERIC'); return false;" href="http://eric.ed.gov/?q=background+AND+intelligence+AND+emotional&pg=3&id=EJ904138"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education and Students without Special Educational Needs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ruijs, Nienke M.; Van der Veen, Ineke; Peetsma, Thea T. D.</p> <p>2010-01-01</p> <p>Background: In the debate on <span class="hlt">inclusive</span> education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in <span class="hlt">inclusive</span> and non-<span class="hlt">inclusive</span> classes. For example, the neutral results that are often found in earlier research could be caused by positive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=self+AND+help+AND+books+AND+benefit&id=ED517301','ERIC'); return false;" href="http://eric.ed.gov/?q=self+AND+help+AND+books+AND+benefit&id=ED517301"><span id="translatedtitle">Leadership Strategies for Successful Schoolwide <span class="hlt">Inclusion</span>: The STAR Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Munk, Dennis D.; Dempsey, Thomas L.</p> <p>2010-01-01</p> <p>Effective, "schoolwide" <span class="hlt">inclusion</span> ensures the best outcomes for all students--but how can school teams knock down the barriers to <span class="hlt">inclusion</span> and make sure it's happening across all classrooms? This concise book gives principals and other school leaders the solution they've been waiting for: a clear framework for leading <span class="hlt">inclusion</span> efforts,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ974141','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ974141"><span id="translatedtitle">Variables Affecting Teachers' Attitudes towards <span class="hlt">Inclusive</span> Education in Bangladesh</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne</p> <p>2012-01-01</p> <p><span class="hlt">Inclusive</span> education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective <span class="hlt">inclusive</span> teaching practices in the school is contingent on teachers' positive attitudes towards <span class="hlt">inclusive</span> education. This study was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion+AND+school&pg=7&id=EJ912024','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion+AND+school&pg=7&id=EJ912024"><span id="translatedtitle">Challenges of the Secondary School Context for <span class="hlt">Inclusive</span> Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pearce, Michelle; Gray, Jan; Campbell-Evans, Glenda</p> <p>2010-01-01</p> <p>Senate and State Government reviews into <span class="hlt">inclusion</span> in Australian schools during the last two decades have revealed that the <span class="hlt">inclusion</span> of students with disabilities in schools has proved challenging. A qualitative study involving interviews with 50 leaders in <span class="hlt">inclusive</span> education suggest that currently the secondary school context is a barrier to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion+AND+school&pg=4&id=EJ784826','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion+AND+school&pg=4&id=EJ784826"><span id="translatedtitle">Examining American Indians' Recall of Cultural <span class="hlt">Inclusion</span> in School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Freng, Scott; Freng, Adrienne; Moore, Helen</p> <p>2007-01-01</p> <p>This research examined American Indians' recall of cultural <span class="hlt">inclusion</span> from their elementary through high school education. Sixteen American Indians described their experiences of schools to peer interviewers. Analysis of interviews revealed three themes: the nature of cultural <span class="hlt">inclusion</span>, factors influencing cultural <span class="hlt">inclusion</span>, and recommendations…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED496229.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED496229.pdf"><span id="translatedtitle">Embracing Diversity: Toolkit for Creating <span class="hlt">Inclusive</span> Learning-Friendly Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harris, Ray; Miske, Shirley; Attig, George</p> <p>2004-01-01</p> <p>An <span class="hlt">inclusive</span>, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, socio-economic, emotional, linguistic and other characteristics. "<span class="hlt">Inclusive</span>" in the school setting generally refers to the <span class="hlt">inclusion</span> or children with disabilities into regular classrooms designed for</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26939260','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26939260"><span id="translatedtitle">Extraction of Bioactive <span class="hlt">Compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>2016-01-01</p> <p>A bioactive <span class="hlt">compound</span> influences the health of living organisms and it has extranutritional constituents that typically occur in low quantities in foods, which helps to enhance or boost the immune system. Plants and their products possess bioactive <span class="hlt">compounds</span>, i.e., secondary metabolites. Here, extraction is an important process to isolate the bioactive <span class="hlt">compounds</span>. Biological activities of the extract show a significant variation depending on the extraction methods and this also opens a gateway for selecting suitable extraction methods. Hence, different extraction methods have been discussed in this section, which influences the extraction of phytochemicals. PMID:26939260</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1615782','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1615782"><span id="translatedtitle">α-Internexin Is Present in the Pathological <span class="hlt">Inclusions</span> of Neuronal Intermediate Filament <span class="hlt">Inclusion</span> Disease</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Cairns, Nigel J.; Zhukareva, Victoria; Uryu, Kunihiro; Zhang, Bin; Bigio, Eileen; Mackenzie, Ian R.A.; Gearing, Marla; Duyckaerts, Charles; Yokoo, Hideaki; Nakazato, Yoichi; Jaros, Evelyn; Perry, Robert H.; Lee, Virginia M.-Y.; Trojanowski, John Q.</p> <p>2004-01-01</p> <p>Neuronal intermediate filament (IF) <span class="hlt">inclusion</span> disease (NIFID) is a novel neurological disease of early onset with a variable clinical phenotype including frontotemporal dementia, pyramidal, and extrapyramidal signs. Pathologically, in affected areas, there is neuronal loss, astrocytosis, and neuronal intracytoplasmic aggregates of abnormal neuronal IFs that contain neither tau nor α-synuclein. Thus, to characterize the neuronal IF protein profile of <span class="hlt">inclusions</span> in NIFID, immunohistochemistry (IHC) was performed on 10 cases of NIFID, four normal aged controls (NL), and two cases of Alzheimer’s disease (AD) using a panel of anti-neuronal IF proteins. Immunoelectron microscopy was performed on selected cases and frozen tissue from the frontal lobe of four cases was used for biochemical studies including sequential extractions and Western blotting. Based on these studies, we report here for the first time that α-internexin, a neuronal IF protein, is present within the <span class="hlt">inclusions</span> of NIFID as are all three neurofilament subunits: heavy, medium, and light. Thus, all class IV neuronal IF proteins are present within the pathological <span class="hlt">inclusions</span> of this disease. Biochemistry revealed that IF aggregates were soluble in sodium dodecyl sulfate (SDS) and no post-translational modification was detected when compared with Alzheimer’s disease or aged control brains. Hence, we conclude that NIFID is characterized by the pathological cytoplasmic aggregation of all class IV neuronal IF proteins in brain. The discovery of α-internexin in the cytoplasmic <span class="hlt">inclusions</span> implicates novel mechanisms of pathogenesis in NIFID and other neurological diseases with pathological accumulations of IFs. PMID:15161649</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020090859','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020090859"><span id="translatedtitle">Anti-Fog <span class="hlt">Compound</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1985-01-01</p> <p>Tracer Chemical Corporation's TRX Anti-Fog Composition is an inexpensive product which prevents condensation on plastic and glass surfaces. It was the result from a Tech Briefs article detailing a Johnson Space Center <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6970441','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/6970441"><span id="translatedtitle">Heart testing <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Knapp, F.F. Jr.; Goodman, M.M.</p> <p>1983-06-29</p> <p>The <span class="hlt">compound</span> 15-(p-(/sup 125/I)-iodophenyl)-6-tellurapentadecanoic acid is disclosed as a myocardial imaging agent having rapid and pronounced uptake, prolonged myocardial retention, and low in vivo deiodination.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/865479','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/865479"><span id="translatedtitle">Heart testing <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Knapp, Jr., Furn F.; Goodman, Mark M.</p> <p>1985-01-01</p> <p>The <span class="hlt">compound</span> 15-(p-[.sup.125 I]-iodophenyl)-6-tellurapentadecanoic acid is disclosed as a myocardial imaging agent having rapid and pronounced uptake, prolonged myocardial retention, and low in vivo deiodination.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1221862','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1221862"><span id="translatedtitle">A Study of the Optical Properties of Ice Crystals with Black Carbon <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Arienti, Marco; Yang, Xiaoyuan; Kopacz, Adrian M; Geier, Manfred</p> <p>2015-09-01</p> <p>The report focu ses on the modification of the optical properties of ice crystals due to atmospheric black car bon (BC) contamination : the objective is to advance the predictive capabilities of climate models through an improved understanding of the radiative properties of <span class="hlt">compound</span> particles . The shape of the ice crystal (as commonly found in cirrus clouds and cont rails) , the volume fraction of the BC <span class="hlt">inclusion</span> , and its location inside the crystal are the three factors examined in this study. In the multiscale description of this problem, where a small absorbing <span class="hlt">inclusion</span> modifies the optical properties of a much la rger non - absorbing particle, state - of - the - art discretization techniques are combined to provide the best compromise of flexibility and accuracy over a broad range of sizes .</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1016788.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1016788.pdf"><span id="translatedtitle">Building <span class="hlt">Inclusion</span> from the Ground up: A Review of Whole School Re-Culturing Programmes for Sustaining <span class="hlt">Inclusive</span> Change</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2013-01-01</p> <p>This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more <span class="hlt">inclusive</span> value orientated schools. The relationship between school culture and successful <span class="hlt">inclusion</span> has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating <span class="hlt">inclusive</span> values and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4860922','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4860922"><span id="translatedtitle"><span class="hlt">Compound</span> composite odontoma</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Girish, G; Bavle, Radhika M; Singh, Manish Kumar; Prasad, Sahana N</p> <p>2016-01-01</p> <p>The term odontoma has been used as a descriptor for any tumor of odontogenic origin. It is a growth in which both epithelial and mesenchymal cells exhibits complete differentiation. Odontomas are considered as hamartomas rather than true neoplasm. They are usually discovered on routine radiographic examination. Odontomas, according to the World Health Organization, are classified into complex odontoma and <span class="hlt">compound</span> odontomas. The present paper reports a case of <span class="hlt">compound</span> composite odontomas. PMID:27194882</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27194882','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27194882"><span id="translatedtitle"><span class="hlt">Compound</span> composite odontoma.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Girish, G; Bavle, Radhika M; Singh, Manish Kumar; Prasad, Sahana N</p> <p>2016-01-01</p> <p>The term odontoma has been used as a descriptor for any tumor of odontogenic origin. It is a growth in which both epithelial and mesenchymal cells exhibits complete differentiation. Odontomas are considered as hamartomas rather than true neoplasm. They are usually discovered on routine radiographic examination. Odontomas, according to the World Health Organization, are classified into complex odontoma and <span class="hlt">compound</span> odontomas. The present paper reports a case of <span class="hlt">compound</span> composite odontomas. PMID:27194882</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19810012613','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19810012613"><span id="translatedtitle">Chemistry of peroxide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Volnov, I. I.</p> <p>1981-01-01</p> <p>The history of Soviet research from 1866 to 1967 on peroxide <span class="hlt">compounds</span> is reviewed. This research dealt mainly with peroxide kinetics, reactivity and characteristics, peroxide production processes, and more recently with superoxides and ozonides and emphasis on the higher oxides of group 1 and 2 elements. Solid state fluidized bed synthesis and production of high purity products based on the relative solubilities of the initial, intermediate, and final <span class="hlt">compounds</span> and elements in liquid ammonia are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010prcp.book..383K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010prcp.book..383K"><span id="translatedtitle">Phenolic Molding <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koizumi, Koji; Charles, Ted; de Keyser, Hendrik</p> <p></p> <p>Phenolic Molding <span class="hlt">Compounds</span> continue to exhibit well balanced properties such as heat resistance, chemical resistance, dimensional stability, and creep resistance. They are widely applied in electrical, appliance, small engine, commutator, and automotive applications. As the focus of the automotive industry is weight reduction for greater fuel efficiency, phenolic molding <span class="hlt">compounds</span> become appealing alternatives to metals. Current market volumes and trends, formulation components and its impact on properties, and a review of common manufacturing methods are presented. Molding processes as well as unique advanced techniques such as high temperature molding, live sprue, and injection/compression technique provide additional benefits in improving the performance characterisitics of phenolic molding <span class="hlt">compounds</span>. Of special interest are descriptions of some of the latest innovations in automotive components, such as the phenolic intake manifold and valve block for dual clutch transmissions. The chapter also characterizes the most recent developments in new materials, including long glass phenolic molding <span class="hlt">compounds</span> and carbon fiber reinforced phenolic molding <span class="hlt">compounds</span> exhibiting a 10-20-fold increase in Charpy impact strength when compared to short fiber filled materials. The role of fatigue testing and fatigue fracture behavior presents some insight into long-term reliability and durability of glass-filled phenolic molding <span class="hlt">compounds</span>. A section on new technology outlines the important factors to consider in modeling phenolic parts by finite element analysis and flow simulation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/1053970','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/1053970"><span id="translatedtitle">Quantitative analysis of <span class="hlt">inclusion</span> distributions in hot pressed silicon carbide</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Michael Paul Bakas</p> <p>2012-12-01</p> <p>ABSTRACT Depth of penetration measurements in hot pressed SiC have exhibited significant variability that may be influenced by microstructural defects. To obtain a better understanding regarding the role of microstructural defects under highly dynamic conditions; fragments of hot pressed SiC plates subjected to impact tests were examined. Two types of <span class="hlt">inclusion</span> defects were identified, carbonaceous and an aluminum-iron-oxide phase. A disproportionate number of large <span class="hlt">inclusions</span> were found on the rubble, indicating that the <span class="hlt">inclusion</span> defects were a part of the fragmentation process. Distribution functions were plotted to compare the <span class="hlt">inclusion</span> populations. Fragments from the superior performing sample had an <span class="hlt">inclusion</span> population consisting of more numerous but smaller <span class="hlt">inclusions</span>. One possible explanation for this result is that the superior sample withstood a greater stress before failure, causing a greater number of smaller <span class="hlt">inclusions</span> to participate in fragmentation than in the weaker sample.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70025755','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70025755"><span id="translatedtitle">An overview on current fluid-<span class="hlt">inclusion</span> research and applications</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Chi, G.; Chou, I.-Ming; Lu, H.-Z.</p> <p>2003-01-01</p> <p>This paper provides an overview of some of the more important developments in fluid-<span class="hlt">inclusion</span> research and applications in recent years, including fluid-<span class="hlt">inclusion</span> petrography, PVTX studies, and analytical techniques. In fluid-<span class="hlt">inclusion</span> petrography, the introduction of the concept of 'fluid-<span class="hlt">inclusion</span> assemblage' has been a major advance. In PVTX studies, the use of synthetic fluid <span class="hlt">inclusions</span> and hydrothermal diamond-anvil cells has greatly contributed to the characterization of the phase behaviour of geologically relevant fluid systems. Various analytical methods are being developed and refined rapidly, with the Laser-Raman and LA-ICP-MS techniques being particularly useful for volatile and solute analyses, respectively. Ore deposit research has been and will continue to be the main field of application of fluid <span class="hlt">inclusions</span>. However, fluid <span class="hlt">inclusions</span> have been increasingly applied to other fields of earth science, especially in petroleum geology and the study of magmatic and earth interior processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778947','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778947"><span id="translatedtitle">Acidophilic Halophilic Microorganisms in Fluid <span class="hlt">Inclusions</span> in Halite from Lake Magic, Western Australia</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Conner, Amber J.</p> <p>2013-01-01</p> <p>Abstract Lake Magic is one of the most extreme of hundreds of ephemeral acid-saline lakes in southern Western Australia. It has pH as low as 1.7, salinity as high as 32% total dissolved solids, temperatures ranging from 0°C to 50°C, and an unusually complex aqueous composition. Optical petrography, UV-vis petrography, and laser Raman spectrometry were used to detect microorganisms and organic <span class="hlt">compounds</span> within primary fluid <span class="hlt">inclusions</span> in modern bedded halite from Lake Magic. Rare prokaryotes appear as 1–3 μm, bright cocci that fluoresce green with UV-vis illumination. Dimpled, 5–7 μm yellow spherules that fluoresce blue with UV-vis illumination are interpreted as Dunaliella algae. Yellow-orange beta-carotene crystals, globules, and coatings are characterized by orange-red fluorescence and three distinct Raman peaks. Because acid saline lakes are good Mars analogues, the documentation of prokaryotes, eukaryotes, and organic <span class="hlt">compounds</span> preserved in the halite here has implications for the search for life on Mars. Missions to Mars should incorporate such in situ optical and chemical examination of martian evaporites for possible microorganisms and/or organic <span class="hlt">compounds</span> in fluid <span class="hlt">inclusions</span>. Key Words: Acid—Extremophiles—Western Australia—Fluid inclusions—Lake Magic—Dunaliella. Astrobiology 13, 850–860. PMID:23971647</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23971647','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23971647"><span id="translatedtitle">Acidophilic halophilic microorganisms in fluid <span class="hlt">inclusions</span> in halite from Lake Magic, Western Australia.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Conner, Amber J; Benison, Kathleen C</p> <p>2013-09-01</p> <p>Lake Magic is one of the most extreme of hundreds of ephemeral acid-saline lakes in southern Western Australia. It has pH as low as 1.7, salinity as high as 32% total dissolved solids, temperatures ranging from 0°C to 50°C, and an unusually complex aqueous composition. Optical petrography, UV-vis petrography, and laser Raman spectrometry were used to detect microorganisms and organic <span class="hlt">compounds</span> within primary fluid <span class="hlt">inclusions</span> in modern bedded halite from Lake Magic. Rare prokaryotes appear as 1-3 μm, bright cocci that fluoresce green with UV-vis illumination. Dimpled, 5-7 μm yellow spherules that fluoresce blue with UV-vis illumination are interpreted as Dunaliella algae. Yellow-orange beta-carotene crystals, globules, and coatings are characterized by orange-red fluorescence and three distinct Raman peaks. Because acid saline lakes are good Mars analogues, the documentation of prokaryotes, eukaryotes, and organic <span class="hlt">compounds</span> preserved in the halite here has implications for the search for life on Mars. Missions to Mars should incorporate such in situ optical and chemical examination of martian evaporites for possible microorganisms and/or organic <span class="hlt">compounds</span> in fluid <span class="hlt">inclusions</span>. PMID:23971647</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/878645','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/878645"><span id="translatedtitle"><span class="hlt">Inclusion</span> Optimization for Next Generation Steel Products</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Dr. Sridar Seetharaman: Dr. Alan Cramb</p> <p>2006-04-06</p> <p>The project objective is to determine the conditions under which the <span class="hlt">inclusions</span> in liquid steel can act as heterogeneous nucleants for solidification. The experimental approach consisted of measuring the undercooling of a pure iron droplet in contact with different oxides to determine which oxides promote iron solidification by providing a suitable surface for nucleation and which oxides and under which conditions the metal can be deeply undercooled. The conclusions suggest that deep undercoolings are possible at low oxygen content provided the oxygen potential is such that substrate decomposition does not occur. If the oxygen content increases the undercooling decreases.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1985PhDT........66W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1985PhDT........66W"><span id="translatedtitle"><span class="hlt">Inclusive</span> Hadron Production Near AN X</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wahl, David Soren</p> <p></p> <p>This thesis reports on the measurement of the ninety degree <span class="hlt">inclusive</span> cross-sections of the reactions (UNFORMATTED TABLE FOLLOWS). pp (--->) pX. (pi)('+)p (--->) pX. pp (--->) (pi)('+)X. (pi)('+)p (--->) (pi)('+)X. (TABLE ENDS). as the transverse momentum approaches its kinematic limit. The most successfully used model in this field is the Constituent Interchange Model (CIM), and has been used to fit various other data at intermediate values of the transverse momentum. While the exponents of the functional fit are different for this data, they do not fall outside the framework of the CIM.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/897222','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/897222"><span id="translatedtitle"><span class="hlt">Inclusive</span> jet production using the kt algorithm</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Norniella, Olga; /Barcelona, IFAE</p> <p>2006-05-01</p> <p>Results on <span class="hlt">inclusive</span> jet production using the k{sub T} algorithm in proton-antiproton collisions at {radical}s = 1.96 TeV are presented, based on 1 fb{sup -1} of CDF Run II data. The measurements are carried out for jets with p{sub T}{sup jet} > 54 GeV/c in five different jet rapidity regions up to |y{sub jet}| = 2.1. The measured cross sections are corrected to the hadron level and compared to next-to-leading order perturbative QCD predictions (NLO pQCD).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/22391837','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/22391837"><span id="translatedtitle">MINERνA charged current <span class="hlt">inclusive</span> analysis</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Caicedo, D. A. M.</p> <p>2015-05-15</p> <p>MINERνA is a few-GeV neutrino scattering experiment that has been taking data in the NuMI beam line at Fermilab since November 2009. The experiment will provide important inputs, both in support of neutrino oscillation searches and as a pure weak probe of the nuclear medium. For this, MINERvA employs a fine-grained detector, with an eight ton active target region composed of plastic scintillator and a suite of nuclear targets composed of helium, carbon, iron, lead and water placed upstream of the active region. We will describe the current status of the charged current <span class="hlt">inclusive</span> analysis in plastic scintillator.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/6057250','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/6057250"><span id="translatedtitle">What can we learn from <span class="hlt">inclusive</span> spectra</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Nagamiya, S.</p> <p>1981-05-01</p> <p>The present experimental status on single particle <span class="hlt">inclusive</span> measurements is described. Then, the geometrical aspect of the collision is discussed from the data of total integrated cross sections of nuclear charge or mass. The dynamical aspect of the collision, especially that for the participating region is discussed in connection with proton spectra, composite fragment spectra, pion production, ratios of ..pi../sup -//..pi../sup +/, n/p and t//sup 3/He, and production of strange particles. The spectator physics is described from the data on projectile fragments. (GHT)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/863869','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/863869"><span id="translatedtitle">Semiconducting glasses with flux pinning <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Johnson, William L.; Poon, Siu-Joe; Duwez, Pol E.</p> <p>1981-01-01</p> <p>A series of amorphous superconducting glassy alloys containing 1% to 10% by volume of flux pinning crystalline <span class="hlt">inclusions</span> have been found to have potentially useful properties as high field superconducting magnet materials. The alloys are prepared by splat cooling by the piston and anvil technique. The alloys have the composition (TM).sub.90-70 (M).sub.10-30 where TM is a transition metal selected from at least one metal of Groups IVB, VB, VIB, VIIB or VIIIB of the Periodic Table such as Nb, Mo, Ru, Zr, Ta, W or Re and M is at least one metalloid such as B, P, C, N, Si, Ge or Al.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/955730','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/955730"><span id="translatedtitle"><span class="hlt">Inclusive</span> inelastic electron scattering from nuclei</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Fomin, Nadia</p> <p>2007-11-01</p> <p><span class="hlt">Inclusive</span> electron scattering from nuclei at large x and Q^ is the result of a reaction mechanism that includes both quasi-elastic scattering from nucleons and deep inelastic scattering from the quark consitituents of the nucleons. Data in this regime can be used to study a wide variety of topics, including the extraction of nuclear momentum distributions, the influence of final state interactions and the approach to _v-scaling, the strength of nucleon-nucleon correlations, and the approach to x- scaling, to name a few. Selected results from the recent experiment E02-019 at the Thomas Jefferson National Accelerator Facility will be shown and their relevance discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JMoSt1085...90X','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JMoSt1085...90X"><span id="translatedtitle">Host-guest <span class="hlt">inclusion</span> system of artesunate with β-cyclodextrin and its derivatives: Characterization and antitumor activity</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Xie, Hudie; Yang, Bo; Wang, Fen; Zhao, Yulin</p> <p>2015-04-01</p> <p><span class="hlt">Inclusion</span> complexes between artesunate (ATS) and three cyclodextrins, namely β-cyclodextrin (β-CD), hydroxypropyl-β-cyclodextrin (HP-β-CD) and sulfobutyl ether-β-cyclodextrin (SBE-β-CD), were prepared by a suspension method. The complexes in both liquid and solid were characterized by phase-solubility diagram, nuclear magnetic resonance (NMR), powder X-ray diffraction (XRD) and thermoanalysis. The results suggested that artesunate was partly encapsulated within the cyclodextrin cavity to form a 1:1 stoichiometry host-guest <span class="hlt">compound</span>. Especially in the SBE-β-CD complex, displayed the greatest stability constant. Significant enhancement of water solubility and thermal stability of ATS in present of β-CDs was shown. The calculated IC50 values indicated that the antitumor activities of <span class="hlt">inclusion</span> complexes were better than that of ATS. Satisfactory aqueous solubility, along with high thermal stability of <span class="hlt">inclusion</span> complexes will be potentially useful for their application on the formulation design of natural medicine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015Litho.234...15B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015Litho.234...15B"><span id="translatedtitle">Distinguishing primary and secondary <span class="hlt">inclusion</span> assemblages in Jack Hills zircons</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bell, Elizabeth A.; Boehnke, Patrick; Hopkins-Wielicki, Michelle D.; Harrison, T. Mark</p> <p>2015-10-01</p> <p>Detrital igneous zircons from Jack Hills, Western Australia, range in age from ~ 3.0 to nearly 4.4 Ga and contain an <span class="hlt">inclusion</span> assemblage dominated by quartz and muscovite, cited as evidence of their derivation from peraluminous granitoids. However, some phosphate <span class="hlt">inclusions</span> in these zircons are known to be secondary from their post-depositional U-Pb ages and manifest mineralization along cracks. We undertook a survey of mineral <span class="hlt">inclusions</span> in 4.3-3.0 Ga Jack Hills zircons with particular emphasis on their relationship to possible alteration features (e.g., cracks, disturbed internal zonation, and visual turbidity). Mineral <span class="hlt">inclusions</span> revealed at polished surfaces show variations in modal mineralogy, mostly corresponding to their relationship with cracks. Muscovite is common both on and away from cracks, although the chemistry of muscovite <span class="hlt">inclusions</span> shows little relationship with other potential alteration features. <span class="hlt">Inclusions</span> filling cracks (secondary) and <span class="hlt">inclusions</span> isolated from cracks differ in their modal mineralogy, although both suites are rich in muscovite and quartz. The higher incidence of crack-intersecting <span class="hlt">inclusions</span> among younger zircons may reflect effects of the (generally larger) <span class="hlt">inclusion</span> size among younger zircons. Mismatches between the isolated and crack-intersecting populations indicate selective loss of certain phases (e.g., feldspar, apatite) and over-representation of quartz and muscovite along cracks likely due to the effects of larger <span class="hlt">inclusion</span> size and varying degrees of overpressure following zircon cooling and decompression. <span class="hlt">Inclusions</span> not associated with cracks in magmatically zoned versus regions with disturbed zoning have similar phase proportions. This indicates only minor <span class="hlt">inclusion</span> replacement away from cracks (i.e., the isolated assemblage is likely primary). This holds true also for <span class="hlt">inclusions</span> within visually turbid versus clear volumes of zircon. Phase proportions within the <span class="hlt">inclusion</span> assemblages differ with age indicating a provenance shift toward fewer mafic phases and apatite in < 3.6 Ga relative to Hadean granitoid sources.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21647991','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21647991"><span id="translatedtitle">Highly trifluoromethylated platinum <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Martínez-Salvador, Sonia; Forniés, Juan; Martín, Antonio; Menjón, Babil</p> <p>2011-07-11</p> <p>The homoleptic, square-planar organoplatinum(II) <span class="hlt">compound</span> [NBu(4)](2) [Pt(CF(3))(4)] (1) undergoes oxidative addition of CF(3) I under mild conditions to give rise to the octahedral organoplatinum(IV) complex [NBu(4)](2) [Pt(CF(3))(5)I] (2). This highly trifluoromethylated species reacts with Ag(+) salts of weakly coordinating anions in Me(2)CO under a wet-air stream to afford the aquo derivative [NBu(4)][Pt(CF(3))(5) (OH(2))] (4) in around 75% yield. When the reaction of 2 with the same Ag(+) salts is carried out in MeCN, the solvento <span class="hlt">compound</span> [NBu(4) ][Pt(CF(3))(5)(NCMe)] (5) is obtained in around 80% yield. The aquo ligand in 4 as well as the MeCN ligand in 5 are labile and can be cleanly replaced by neutral and anionic ligands to furnish a series of pentakis(trifluoromethyl)platinate(IV) <span class="hlt">compounds</span> with formulae [NBu(4)][Pt(CF(3))(5) (L)] (L=CO (6), pyridine (py; 7), tetrahydrothiophene (tht; 8)) and [NBu(4)](2) [Pt(CF(3))(5)X] (X=Cl (9), Br (10)). The unusual carbonyl-platinum(IV) derivative [NBu(4)][Pt(CF(3))(5) (CO)] (6) is thermally stable and has a ν(CO) of 2194 cm(-1). The crystal structures of 2⋅CH(2)Cl(2), 5, [PPh(4) ][Pt(CF(3))(5)(CO)] (6'), and 7 have been established by X-ray diffraction methods. <span class="hlt">Compound</span> 2 has shown itself to be a convenient entry to the chemistry of highly trifluoromethylated platinum <span class="hlt">compounds</span>. To the best of our knowledge, <span class="hlt">compounds</span> 2 and 4-10 are the organoelement <span class="hlt">compounds</span> with the highest CF(3) content to have been isolated and adequately characterized to date. PMID:21647991</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997SPIE.3184...73H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997SPIE.3184...73H"><span id="translatedtitle">Nonpost mold cure <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hirata, Akihiro</p> <p>1997-08-01</p> <p>The recent low price trend of electronic products has made IC manufacturing efficiency a top priority in the semiconductor industry. Post mold cure (PMC) process, which generally involves heating the packages in the oven at 175 C for 4 to 8 hours, takes up much longer time than most other assembly processes. If this PMC process can be reduced or eliminated, semiconductor makers will be rewarded with a much higher cost merit. We define the purpose of Non-PMC as 'to get high reliability with suitable physical and electrical properties without PMC'. We compared carious properties of molding <span class="hlt">compound</span> before and after PMC. We found that curing reaction has almost complete through DSC and C-NMR measurement, but several properties have not stabilized yet, and that not all properties after PMC were better than before PMC. We developed new grade of molding <span class="hlt">compound</span> considering these facts. And we found that main factors to accomplish non-PMC <span class="hlt">compound</span> are curability and flowability, and more, increasing of fundamental properties. To accomplish non-PMC, at first, molding <span class="hlt">compound</span> need to have very high curability. Generally speaking, too high curability causes low flowability, and causes incomplete filing, wire sweep, pad shift, and weak adhesion to inner parts of IC packages. To prevent these failures, various <span class="hlt">compound</span> properties were studied, and we achieved in adding good flowability to very high curable molding <span class="hlt">compound</span>. Finally, anti-popcorn property was improved by adding low moisture, high adhesion, high Tg, and high flexural strengths at high temperature. Through this study, we developed new <span class="hlt">compound</span> grade for various package, especially large QFP using standard ECN resin.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23390797','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23390797"><span id="translatedtitle">Interrogating <span class="hlt">inclusive</span> development in India's transition process.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chakrabarti, Anjan; Dhar, Anup</p> <p>2012-12-01</p> <p>This paper makes two related contributions. First, the dual economic structure underlying development is shown as producing a distinct conception of other comprising of a devalued third world which is foregrounded and world of the third which is excluded. This dyad of <span class="hlt">inclusion</span>-exclusion of other is produced in relation to the centers of capitalism and modernism. The category of third world helps to displace the language-experience-logic-ethos of the other a la world of the third such that development works over and transforms world of the third, but via the trope of a devalued third world. We then use this framework to explore the relation of global capitalism with world of the third in the Indian context, a relation that is shown to be two fold. There is on one hand an attempt to dismantle world of the third as part of the development trope of overcoming the third world. On the other, through <span class="hlt">inclusive</span> development, an attempt is made to directly intervene in the economy of world of the third so as to address the problems of income inequality and social exclusion, again under the trope of uplifting the devalued third world. PMID:23390797</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000PhLB..481..213B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000PhLB..481..213B"><span id="translatedtitle">Measurement of <span class="hlt">inclusive</span> (Ds+/-) photoproduction at HERA</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Breitweg, J.; Chekanov, S.; Derrick, M.; Krakauer, D.; Magill, S.; Musgrave, B.; Pellegrino, A.; Repond, J.; Stanek, R.; Yoshida, R.; Mattingly, M. C. K.; Abbiendi, G.; Anselmo, F.; Antonioli, P.; Bari, G.; Basile, M.; Bellagamba, L.; Boscherini, D.; Bruni, A.; Bruni, G.; Cara Romeo, G.; Castellini, G.; Cifarelli, L.; Cindolo, F.; Contin, A.; Coppola, N.; Corradi, M.; De Pasquale, S.; Giusti, P.; Iacobucci, G.; Laurenti, G.; Levi, G.; Margotti, A.; Massam, T.; Nania, R.; Palmonari, F.; Pesci, A.; Polini, A.; Sartorelli, G.; Zamora Garcia, Y.; Zichichi, A.; Amelung, C.; Bornheim, A.; Brock, I.; Coböken, K.; Crittenden, J.; Deffner, R.; Hartmann, H.; Heinloth, K.; Hilger, E.; Irrgang, P.; Jakob, H.-P.; Kappes, A.; Katz, U. F.; Kerger, R.; Paul, E.; Schnurbusch, H.; Stifutkin, A.; Tandler, J.; Voss, K. C.; Weber, A.; Wieber, H.; Bailey, D. S.; Barret, O.; Brook, N. H.; Foster, B.; Heath, G. P.; Heath, H. F.; McFall, J. D.; Piccioni, D.; Rodrigues, E.; Scott, J.; Tapper, R. J.; Capua, M.; Mastroberardino, A.; Schioppa, M.; Susinno, G.; Jeoung, H. Y.; Kim, J. Y.; Lee, J. H.; Lim, I. T.; Ma, K. J.; Pac, M. Y.; Caldwell, A.; Liu, W.; Liu, X.; Mellado, B.; Paganis, S.; Sampson, S.; Schmidke, W. B.; Sciulli, F.; Chwastowski, J.; Eskreys, A.; Figiel, J.; Klimek, K.; Olkiewicz, K.; Piotrzkowski, K.; Przybycień, M. B.; Stopa, P.; Zawiejski, L.; Bednarek, B.; Jeleń, K.; Kisielewska, D.; Kowal, A. M.; Kowalski, T.; Przybycień, M.; Rulikowska-Zarȩbska, E.; Suszycki, L.; Szuba, D.; Kotański, A.; Bauerdick, L. A. T.; Behrens, U.; Bienlein, J. K.; Burgard, C.; Dannheim, D.; Desler, K.; Drews, G.; Fox-Murphy, A.; Fricke, U.; Goebel, F.; Göttlicher, P.; Graciani, R.; Haas, T.; Hain, W.; Hartner, G. F.; Hasell, D.; Hebbel, K.; Johnson, K. F.; Kasemann, M.; Koch, W.; Kötz, U.; Kowalski, H.; Lindemann, L.; Löhr, B.; Martínez, M.; Milite, M.; Monteiro, T.; Moritz, M.; Notz, D.; Pelucchi, F.; Petrucci, M. C.; Rohde, M.; Saull, P. R. B.; Savin, A. A.; Schneekloth, U.; Selonke, F.; Sievers, M.; Stonjek, S.; Tassi, E.; Wolf, G.; Wollmer, U.; Youngman, C.; Zeuner, W.; Coldewey, C.; Lopez-Duran Viani, A.; Meyer, A.; Schlenstedt, S.; Straub, P. B.; Barbagli, G.; Gallo, E.; Pelfer, P.; Maccarrone, G.; Votano, L.; Bamberger, A.; Benen, A.; Eisenhardt, S.; Markun, P.; Raach, H.; Wölfle, S.; Bussey, P. J.; Doyle, A. T.; Lee, S. W.; Macdonald, N.; McCance, G. J.; Saxon, D. H.; Sinclair, L. E.; Skillicorn, I. O.; Waugh, R.; Bohnet, I.; Gendner, N.; Holm, U.; Meyer-Larsen, A.; Salehi, H.; Wick, K.; Garfagnini, A.; Gialas, I.; Gladilin, L. K.; Kçira, D.; Klanner, R.; Lohrmann, E.; Poelz, G.; Zetsche, F.; Goncalo, R.; Long, K. R.; Miller, D. B.; Tapper, A. D.; Walker, R.; Mallik, U.; Cloth, P.; Filges, D.; Ishii, T.; Kuze, M.; Nagano, K.; Tokushuku, K.; Yamada, S.; Yamazaki, Y.; Ahn, S. H.; Lee, S. B.; Park, S. K.; Lim, H.; Park, I. H.; Son, D.; Barreiro, F.; García, G.; Glasman, C.; Gonzalez, O.; Labarga, L.; del Peso, J.; Redondo, I.; Terrón, J.; Barbi, M.; Corriveau, F.; Hanna, D. S.; Ochs, A.; Padhi, S.; Riveline, M.; Stairs, D. G.; Wing, M.; Tsurugai, T.; Bashkirov, V.; Dolgoshein, B. A.; Dementiev, R. K.; Ermolov, P. F.; Golubkov, Y. A.; Katkov, I. I.; Khein, L. A.; Korotkova, N. A.; Korzhavina, I. A.; Kuzmin, V. A.; Lukina, O. Y.; Proskuryakov, A. S.; Shcheglova, L. M.; Solomin, A. N.; Vlasov, N. N.; Zotkin, S. A.; Bokel, C.; Botje, M.; Brümmer, N.; Engelen, J.; Grijpink, S.; Koffeman, E.; Kooijman, P.; Schagen, S.; van Sighem, A.; Tiecke, H.; Tuning, N.; Velthuis, J. J.; Vossebeld, J.; Wiggers, L.; de Wolf, E.; Acosta, D.; Bylsma, B.; Durkin, L. S.; Gilmore, J.; Ginsburg, C. M.; Kim, C. L.; Ling, T. Y.; Boogert, S.; Cooper-Sarkar, A. M.; Devenish, R. C. E.; Große-Knetter, J.; Matsushita, T.; Ruske, O.; Sutton, M. R.; Walczak, R.; Bertolin, A.; Brugnera, R.; Carlin, R.; Dal Corso, F.; Dosselli, U.; Dusini, S.; Limentani, S.; Morandin, M.; Posocco, M.; Stanco, L.; Stroili, R.; Voci, C.; Adamczyk, L.; Iannotti, L.; Oh, B. Y.; Okrasiński, J. R.; Toothacker, W. S.; Whitmore, J. J.; Iga, Y.; D'Agostini, G.; Marini, G.; Nigro, A.; Cormack, C.; Hart, J. C.; McCubbin, N. A.; Shah, T. P.; Epperson, D.; Heusch, C.; Sadrozinski, H. F.-W.; Seiden, A.; Wichmann, R.; Williams, D. C.; Pavel, N.; Abramowicz, H.; Dagan, S.; Kananov, S.; Kreisel, A.; Levy, A.; Abe, T.; Fusayasu, T.; Umemori, K.; Yamashita, T.; Hamatsu, R.; Hirose, T.; Inuzuka, M.; Kitamura, S.; Nishimura, T.; Arneodo, M.; Cartiglia, N.; Cirio, R.; Costa, M.; Ferrero, M. I.; Maselli, S.; Monaco, V.; Peroni, C.; Ruspa, M.; Sacchi, R.; Solano, A.; Staiano, A.; Dardo, M.; Bailey, D. C.; Fagerstroem, C.-P.; Galea, R.; Koop, T.; Levman, G. M.; Martin, J. F.; Orr, R. S.; Polenz, S.; Sabetfakhri, A.; Simmons, D.; Butterworth, J. M.; Catterall, C. D.; Hayes, M. E.; Heaphy, E. A.; Jones, T. W.; Lane, J. B.; West, B. J.; Ciborowski, J.; Ciesielski, R.; Grzelak, G.; Nowak, R. J.; Pawlak, J. M.; Pawlak, R.; Smalska, B.; Tymieniecka, T.; Wróblewski, A. K.; Zakrzewski, J. A.; Z˙arnecki, A. F.; Adamus, M.; Gadaj, T.; Deppe, O.; Eisenberg, Y.; Hochman, D.; Karshon, U.; Badgett, W. F.; Chapin, D.; Cross, R.; Foudas, C.; Mattingly, S.; Reeder, D. D.; Smith, W. H.; Vaiciulis, A.; Wildschek, T.; Wodarczyk, M.; Deshpande, A.; Dhawan, S.; Hughes, V. W.; Bhadra, S.; Catterall, C.; Cole, J. E.; Frisken, W. R.; Hall-Wilton, R.; Khakzad, M.; Menary, S.</p> <p>2000-05-01</p> <p>The first measurement of <span class="hlt">inclusive</span> Ds+/- photoproduction at HERA has been performed with the ZEUS detector for photon-proton centre-of-mass energies 130<W<280GeV. The measured cross section for 3<p⊥D_s<12GeV and ηD_s<1.5 is σep-->DsX=3.79+/- 0.59(stat.)+0.26-0.46(syst.)+/-0.94(br.)nb, where the last error arises from the uncertainty in the Ds+/- decay branching ratio. The measurements are compared with <span class="hlt">inclusive</span> D*+/- photoproduction cross sections in the same kinematic region and with QCD calculations. The Ds+/- cross sections lie above a fixed-order next-to-leading order calculation and agree better with a tree-level O(ααs3) calculation that was tuned to describe the ZEUS D*+/- cross sections. The ratio of Ds+/- to D*+/- cross sections is 0.41+/-0.07(stat.)+0.03-0.05(syst.)+/-0.10(br.). From this ratio, the strangeness-suppression factor in charm photoproduction, within the LUND string fragmentation model, has been calculated to be γs=0.27+/-0.05+/-0.07(br.). The cross-section ratio and γs are in good agreement with those obtained in charm production in e+e- annihilation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=critical+AND+pressure&pg=3&id=EJ915323','ERIC'); return false;" href="http://eric.ed.gov/?q=critical+AND+pressure&pg=3&id=EJ915323"><span id="translatedtitle">Developing Capabilities for Social <span class="hlt">Inclusion</span>: Engaging Diversity through <span class="hlt">Inclusive</span> School Communities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Graham, Linda J.; Harwood, Valerie</p> <p>2011-01-01</p> <p>The effort to make schools more <span class="hlt">inclusive</span>, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22theories+of+learning%22&id=EJ957383','ERIC'); return false;" href="http://eric.ed.gov/?q=%22theories+of+learning%22&id=EJ957383"><span id="translatedtitle"><span class="hlt">Inclusion</span> as an Instructional Approach: Fostering <span class="hlt">Inclusive</span> Writing Communities in Preschool Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCloskey, Erin</p> <p>2012-01-01</p> <p>Preschool students with disabilities engage in social interaction with peers less often than children developing typically in <span class="hlt">inclusive</span> classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social+AND+practices&pg=4&id=ED559439','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social+AND+practices&pg=4&id=ED559439"><span id="translatedtitle">Behavioral and Academic Differences between an <span class="hlt">Inclusive</span> and Non-<span class="hlt">Inclusive</span> Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hatch, Sherry Lynn</p> <p>2013-01-01</p> <p>Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an <span class="hlt">inclusion</span> classroom and a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1094874.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1094874.pdf"><span id="translatedtitle">Where Do Mexico and Chile Stand on <span class="hlt">Inclusive</span> Education? Short Title: <span class="hlt">Inclusion</span> in Mexico and Chile</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>García-Cedillo, Ismael; Romero-Contreras, Silvia; Ramos-Abadie, Liliana</p> <p>2015-01-01</p> <p>This paper discusses the background, current situation and challenges of educational integration and <span class="hlt">inclusive</span> education in Mexico and Chile. These countries obtained similar low results on the academic achievement of their students (Mexico last and Chile second last) among OECD countries; and above average scores, among Latin-American countries.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=340&pg=3&id=EJ1036149','ERIC'); return false;" href="http://eric.ed.gov/?q=340&pg=3&id=EJ1036149"><span id="translatedtitle">Valuing Student Teachers' Perspectives: Researching <span class="hlt">Inclusively</span> in <span class="hlt">Inclusive</span> Education?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black-Hawkins, Kristine; Amrhein, Bettina</p> <p>2014-01-01</p> <p>This paper considers how engaging with the principles of <span class="hlt">inclusive</span> research can enhance research studies that set out to understand the experiences of student teachers on initial teacher education programmes. It does so by describing the methodological development of an on-going study of student teachers' perspectives on working with diverse…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=development+AND+children+AND+learning+AND+disabilities&pg=4&id=EJ957383','ERIC'); return false;" href="http://eric.ed.gov/?q=development+AND+children+AND+learning+AND+disabilities&pg=4&id=EJ957383"><span id="translatedtitle"><span class="hlt">Inclusion</span> as an Instructional Approach: Fostering <span class="hlt">Inclusive</span> Writing Communities in Preschool Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCloskey, Erin</p> <p>2012-01-01</p> <p>Preschool students with disabilities engage in social interaction with peers less often than children developing typically in <span class="hlt">inclusive</span> classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092658.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092658.pdf"><span id="translatedtitle">Thinking Change <span class="hlt">Inclusively</span>: Views of Educational Administrators on <span class="hlt">Inclusive</span> Education as a Reform Initiative</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sakiz, Halis</p> <p>2016-01-01</p> <p>This paper is an attempt to delve into the debate about educational change and evaluate this concept around the paradigms introduced by <span class="hlt">inclusive</span> education. The paper embarks on views of 27 educational administrators working in different educational institutions in Turkey. Participants are asked to provide their views on educational change and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=United+AND+Nations&pg=2&id=EJ1048293','ERIC'); return false;" href="http://eric.ed.gov/?q=United+AND+Nations&pg=2&id=EJ1048293"><span id="translatedtitle">Preventing <span class="hlt">Inclusion</span>? <span class="hlt">Inclusive</span> Early Childhood Education and the Option to Exclude</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cologon, Kathy</p> <p>2014-01-01</p> <p>While there is increasing international commitment to <span class="hlt">inclusive</span> education, as outlined in the United Nations Convention on the Rights of Persons with Disabilities (CRPD), many children remain excluded at school. One marginalised and frequently excluded group of people are people who experience disability. In the recently released first report on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=head&id=EJ1030162','ERIC'); return false;" href="http://eric.ed.gov/?q=head&id=EJ1030162"><span id="translatedtitle">Promoting <span class="hlt">Inclusion</span>? "<span class="hlt">Inclusive</span>" and Effective Head Teachers' Descriptions of Their Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lindqvist, Gunilla; Nilholm, Claes</p> <p>2014-01-01</p> <p>The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote <span class="hlt">inclusive</span> practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6-16) according to specific criteria in order to obtain head teachers who work effectively and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=special+AND+service+AND+group&pg=6&id=EJ1089951','ERIC'); return false;" href="http://eric.ed.gov/?q=special+AND+service+AND+group&pg=6&id=EJ1089951"><span id="translatedtitle">Moving toward <span class="hlt">Inclusion</span>: <span class="hlt">Inclusion</span> Coaches' Reflections and Discussions in Supporting Educators in Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wlodarczyk, Kathy Ann; Somma, Monique; Bennett, Sheila; Gallagher, Tiffany L.</p> <p>2015-01-01</p> <p>When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for <span class="hlt">inclusive</span> education can be enhanced (Evans, 1997; Pyha¨lto¨ et al., 2012; Richardson, 1998). Our research examined the experiences…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=music+AND+event&pg=6&id=EJ687527','ERIC'); return false;" href="http://eric.ed.gov/?q=music+AND+event&pg=6&id=EJ687527"><span id="translatedtitle">Marking Time: Using Music to Create <span class="hlt">Inclusive</span> Religious Education and <span class="hlt">Inclusive</span> Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stern, Julian</p> <p>2004-01-01</p> <p>Religious education (RE) is a vital subject in the <span class="hlt">inclusion</span> of pupils and staff alike, as it brings together ways of life and communities, the personal and the social. Based on the philosophy of community of John Macmurray, and the philosophy of dialogue of Martin Buber, Julian Stern investigates ways of marking time, understanding and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=young+AND+teen&pg=5&id=EJ856859','ERIC'); return false;" href="http://eric.ed.gov/?q=young+AND+teen&pg=5&id=EJ856859"><span id="translatedtitle">Selection, <span class="hlt">Inclusion</span>, Evaluation and Defense of Transgender-<span class="hlt">Inclusive</span> Fiction for Young Adults: A Resource Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rockefeller, Elsworth I.</p> <p>2009-01-01</p> <p>An increasingly visible youth transgender population is emerging and the number of transgender-<span class="hlt">inclusive</span> fiction texts for young adults is growing. Adults serving teens in schools, libraries, and community agencies must begin actively pursuing, utilizing, and incorporating these texts into resource collections. This article provides an overview of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24019824','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24019824"><span id="translatedtitle">Metalloid <span class="hlt">compounds</span> as drugs.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sekhon, B S</p> <p>2013-07-01</p> <p>The six elements commonly known as metalloids are boron, silicon, germanium, arsenic, antimony, and tellurium. Metalloid containing <span class="hlt">compounds</span> have been used as antiprotozoal drugs. Boron-based drugs, the benzoxaboroles have been exploited as potential treatments for neglected tropical diseases. Arsenic has been used as a medicinal agent and arsphenamine was the main drug used to treat syphilis. Arsenic trioxide has been approved for the treatment of acute promyelocytic leukemia. Pentavalent antimonials have been the recommended drug for visceral leishmaniasis and cutaneous leishmaniasis. Tellurium (IV) <span class="hlt">compounds</span> may have important roles in thiol redox biological activity in the human body, and ammonium trichloro (dioxoethylene-O, O'-)tellurate (AS101) may be a promising agent for the treatment of Parkinson's disease. Organosilicon <span class="hlt">compounds</span> have been shown to be effective in vitro multidrug-resistance reverting agents. PMID:24019824</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19770051721&hterms=Coke&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3DCoke','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19770051721&hterms=Coke&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3DCoke"><span id="translatedtitle">Sulfur <span class="hlt">compounds</span> in coal</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Attar, A.; Corcoran, W. H.</p> <p>1977-01-01</p> <p>The literature on the chemical structure of the organic sulfur <span class="hlt">compounds</span> (or functional groups) in coal is reviewed. Four methods were applied in the literature to study the sulfur <span class="hlt">compounds</span> in coal: direct spectrometric and chemical analysis, depolymerization in drastic conditions, depolymerization in mild conditions, and studies on simulated coal. The data suggest that most of the organic sulfur in coal is in the form of thiophenic structures and aromatic and aliphatic sulfides. The relative abundance of the sulfur groups in bituminous coal is estimated as 50:30:20%, respectively. The ratio changes during processing and during the chemical analysis. The main effects are the transformation during processing of sulfides to the more stable thiophenic <span class="hlt">compounds</span> and the elimination of hydrogen sulfide.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3764666','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3764666"><span id="translatedtitle">Metalloid <span class="hlt">compounds</span> as drugs</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sekhon, B. S.</p> <p>2013-01-01</p> <p>The six elements commonly known as metalloids are boron, silicon, germanium, arsenic, antimony, and tellurium. Metalloid containing <span class="hlt">compounds</span> have been used as antiprotozoal drugs. Boron-based drugs, the benzoxaboroles have been exploited as potential treatments for neglected tropical diseases. Arsenic has been used as a medicinal agent and arsphenamine was the main drug used to treat syphilis. Arsenic trioxide has been approved for the treatment of acute promyelocytic leukemia. Pentavalent antimonials have been the recommended drug for visceral leishmaniasis and cutaneous leishmaniasis. Tellurium (IV) <span class="hlt">compounds</span> may have important roles in thiol redox biological activity in the human body, and ammonium trichloro (dioxoethylene-O, O’-)tellurate (AS101) may be a promising agent for the treatment of Parkinson’s disease. Organosilicon <span class="hlt">compounds</span> have been shown to be effective in vitro multidrug-resistance reverting agents. PMID:24019824</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013IJMMM..20..420W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013IJMMM..20..420W"><span id="translatedtitle">Zn release from fluid <span class="hlt">inclusions</span> in a natural sphalerite</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wen, Shu-ming; Liu, Jian; Li, Bo; Han, Run-sheng; Zhang, Yi; Deng, Jiu-shuai</p> <p>2013-05-01</p> <p>The type, size, and compositions of fluid <span class="hlt">inclusions</span> in a natural sphalerite were investigated and the total concentration of Zn released from the fluid <span class="hlt">inclusions</span> was measured. To compare the total concentration of Zn released from the fluid <span class="hlt">inclusions</span> with that dissolved from the sphalerite itself, dissolution experiments and theoretical calculations for the dissolution equilibrium of the sphalerite were also performed. The results indicate that large numbers of fluid <span class="hlt">inclusions</span> with various sizes exist in the sphalerite, which can be divided into four types, i.e., pure gaseous <span class="hlt">inclusions</span>, pure liquid <span class="hlt">inclusions</span>, gas-liquid <span class="hlt">inclusions</span>, and gas-liquid <span class="hlt">inclusions</span> containing solid minerals. These <span class="hlt">inclusions</span> were broken open during the grinding process, and their compositions were released to the solution. The total concentration of Zn released from these <span class="hlt">inclusions</span> reaches 18.35×10-6 mol/L, which is much higher than that of Zn dissolved from the sphalerite itself (1.93×10-6 mol/L) and the theoretical calculation value (2.73×10-8 mol/L).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015E%26PSL.425..168H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015E%26PSL.425..168H"><span id="translatedtitle">Diffusive over-hydration of olivine-hosted melt <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hartley, Margaret E.; Neave, David A.; Maclennan, John; Edmonds, Marie; Thordarson, Thor</p> <p>2015-09-01</p> <p>The pre-eruptive water content of magma is often estimated using crystal-hosted melt <span class="hlt">inclusions</span>. However, olivine-hosted melt <span class="hlt">inclusions</span> are prone to post-entrapment modification by H+ diffusion as they re-equilibrate with their external environment. This effect is well established for the case of H+ loss from olivine-hosted <span class="hlt">inclusions</span> that have cooled slowly in degassed magma. Here we present evidence for the opposite effect: the addition of H+ into <span class="hlt">inclusions</span> that are held in melts that are enriched in H2O with respect to the trapped melts. The compositional variability in a suite of 211 olivine-hosted <span class="hlt">inclusions</span> from the Laki and Skuggafjöll eruptions in Iceland's Eastern Volcanic Zone indicates that diffusive H+ gain governs the H2O content of incompatible trace element depleted <span class="hlt">inclusions</span>. Individual eruptive units contain olivine-hosted <span class="hlt">inclusions</span> with widely varying incompatible element concentrations but near-constant H2O. Furthermore, over 40% of the <span class="hlt">inclusions</span> have H2 O /Ce > 380, significantly higher than the H2O/Ce expected in primary Icelandic melts or mid-ocean ridge basalts (150-280). The fact that the highest H2O/Ce ratios are found in the most incompatible element depleted <span class="hlt">inclusions</span> indicates that hydration is a consequence of the concurrent mixing and crystallisation of compositionally diverse primary melts. Hydration occurs when olivines containing depleted <span class="hlt">inclusions</span> with low H2O contents are juxtaposed against more hydrous melts during mixing. Melt <span class="hlt">inclusions</span> from a single eruption may preserve evidence of both diffusive H+ loss and H+ gain. Trace element data are therefore vital for determining H2O contents of melt <span class="hlt">inclusions</span> at the time of <span class="hlt">inclusion</span> trapping and, ultimately, the H2O content of the mantle source regions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/919358','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/919358"><span id="translatedtitle">Microoptical <span class="hlt">compound</span> lens</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Sweatt, William C.; Gill, David D.</p> <p>2007-10-23</p> <p>An apposition microoptical <span class="hlt">compound</span> lens comprises a plurality of lenslets arrayed around a segment of a hollow, three-dimensional optical shell. The lenslets collect light from an object and focus the light rays onto the concentric, curved front surface of a coherent fiber bundle. The fiber bundle transports the light rays to a planar detector, forming a plurality of sub-images that can be reconstructed as a full image. The microoptical <span class="hlt">compound</span> lens can have a small size (millimeters), wide field of view (up to 180.degree.), and adequate resolution for object recognition and tracking.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013RuCRv..82..835M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013RuCRv..82..835M"><span id="translatedtitle">Fluoroalkylation of organic <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mikhaylov, D. Yu; Budnikova, Yu H.</p> <p>2013-09-01</p> <p>Data on fluoroalkylation and perfluoroalkylation methods in organic synthesis are analyzed, summarized and described systematically. The most practically important properties of <span class="hlt">compounds</span> with fluoroalkyl substituents are illustrated. The key trends and the potential of this field of organic chemistry are considered. Electrochemical syntheses of perfluoroalkyl derivatives that are inaccessible or experimentally difficult to prepare by regular chemical techniques are presented. Particular attention is paid to processes involving organometallic <span class="hlt">compounds</span> as well as to prospects for the development of this field of research. The bibliography includes 226 references.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26794732','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26794732"><span id="translatedtitle">Long-chain-linked β-cyclodextrin dimers: Synthesis and relationship between reactivity and <span class="hlt">inclusion</span> complex formation.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chmurski, Kazimierz; Stepniak, Pawel; Jurczak, Janusz</p> <p>2016-03-15</p> <p>We synthesized ditopic <span class="hlt">compounds</span> bearing two β-cyclodextrin moieties linked by long aryl-alkyl linkers. The process of linker <span class="hlt">inclusion</span> into β-cyclodextrin cavity was observed during Sharpless click-chemistry conjugation. The target cyclodextrin dimers exhibit self-complexation via a glucose unit inversion phenomenon that is significantly weaker as compared with earlier reported analogs. It was confirmed that both cavities of such cyclodextrin dimers are available for interaction with larger guest molecules. PMID:26794732</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/290931','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/290931"><span id="translatedtitle"><span class="hlt">Inclusion</span> formation in low-alloy steel welds</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Babu, S.S.; David, S.A.; DebRoy, T.</p> <p>1998-11-01</p> <p>This paper summarizes four models for describing <span class="hlt">inclusion</span> formation in steel welds. These methods include simple fixed oxidation sequence model, thermodynamic model, thermodynamic-kinetic model, and thermodynamic-kinetic-fluid flow model. Complexities of these models increase with a need to describe details of the <span class="hlt">inclusion</span> formation. The applicability of the models was illustrated with two examples. In one of the examples, thermodynamic calculations of phase stability between liquid steel, AlN and Al{sub 2}O{sub 3} explained the <span class="hlt">inclusion</span> formation in self-shielded flux cored arc weld. In the second example, thermodynamic-kinetic calculations illustrated the competing effects of weld metal composition and cooling rate effects on the <span class="hlt">inclusion</span> formation in electron beam and laser beam welds. Limitations of the current <span class="hlt">inclusion</span> models and recommendations for future work on the <span class="hlt">inclusion</span> formation were highlighted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/25839947','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25839947"><span id="translatedtitle">Advancing diversity through <span class="hlt">inclusive</span> excellence in nursing education.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bleich, Michael R; MacWilliams, Brent R; Schmidt, Bonnie J</p> <p>2015-01-01</p> <p>Nurse leaders call for a more diverse nursing workforce, but too few address the concept of <span class="hlt">inclusion</span> as a recruitment and retention strategy or as part of improving the academic learning milieu. This article addresses organizational considerations of diversity and <span class="hlt">inclusion</span> as part of the agenda established by the Association of American Colleges and Universities for <span class="hlt">inclusive</span> excellence, building on the idea that academic environments only become excellent when an <span class="hlt">inclusive</span> climate is reached. Six organizational strategies to <span class="hlt">inclusion</span> are presented from the authors' experiences, some structural and others behavioral: admissions processes, invisibility, absence of community, promotion and tenure, exclusion, and tokenism. A call for structural and behavioral adaptions within nursing education to advance an <span class="hlt">inclusive</span> excellence agenda is presented. PMID:25839947</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/17510750','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/17510750"><span id="translatedtitle">Colloidal <span class="hlt">inclusions</span> in smectic films with spontaneous bend.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bohley, C; Stannarius, R</p> <p>2007-05-01</p> <p><span class="hlt">Inclusions</span> in free-standing smectic films are simple model systems for two-dimensional anisotropic dispersions. From theory and experiment, different topologies of elastic distortions of the embedding liquid crystal are known. Quadrupolar and different dipolar defect configurations in the vicinity of the <span class="hlt">inclusion</span> are possible, and these configurations determine the type of interactions between the <span class="hlt">inclusions</span>. The quadrupolar configuration is often energetically preferred. We show, however, that dipolar director configurations around <span class="hlt">inclusions</span> can be energetically favourable over quadrupolar arrangements in chiral smectics, as a consequence of a spontaneous-bend term in the elastic-energy formulation. As the <span class="hlt">inclusion</span> size influences the selection of the deformation types, the corresponding spontaneous-bend constant can be estimated for the strong anchoring limit if the c -director fields around <span class="hlt">inclusions</span> of different diameters are taken into account. PMID:17510750</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/20924868','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20924868"><span id="translatedtitle">Analyzing cranberry bioactive <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Côté, J; Caillet, S; Doyon, G; Sylvain, J-F; Lacroix, M</p> <p>2010-10-01</p> <p>There is a growing public interest for the North American cranberry (Vaccinium macrocarpon) as a functional food because of the potential health benefits linked to phytochemical <span class="hlt">compounds</span> present in the fruit--the anthocyanin pigments, responsible for its brilliant red color, and other secondary plant metabolites (flavonols, flavan-3-ols, proanthocyanidins, and phenolic acid derivatives). Isolation of these phenolic <span class="hlt">compounds</span> and flavonoids from a sample matrix is a prerequisite to any comprehensive analysis scheme. By far the most widely employed analytical technique for the characterization of these <span class="hlt">compounds</span> has been high-performance liquid chromatography(HPLC) coupled with ultraviolet-visible(UV/Vis) and mass spectrometer(MS) detection. This review covers the cranberry major bioactive <span class="hlt">compounds</span>, the extraction and purification methods, and the analytical conditions for HPLC used to characterize them. Extraction, chromatographic separation and detection strategies, analyte determinations, and applications in HPLC are discussed and the information regarding methods of specific cranberry analyte analyses has been summarized in tabular form to provide a means of rapid access to information pertinent to the reader. PMID:20924868</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=12','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=12"><span id="translatedtitle">Beryllium and <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>EPA / 635 / R - 98 / 008 TOXICOLOGICAL REVIEW OF BERYLLIUM AND <span class="hlt">COMPOUNDS</span> ( CAS No . 7440 - 41 - 7 ) In Support of Summary Information on the Integrated Risk Information System ( IRIS ) April 1998 U.S . Environmental Protection Agency Washington , DC DISCLAIMER This document has been reviewed in acco</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=118003&keyword=pfc&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=59685707&CFTOKEN=71293389','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=118003&keyword=pfc&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=59685707&CFTOKEN=71293389"><span id="translatedtitle">PERSISTENT PERFLUORINATED ORGANIC <span class="hlt">COMPOUNDS</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Perfluorinated <span class="hlt">compounds</span> (PFCs) have gained notoriety in the recent past. Global distribution of PFCs in wildlife, environmental samples and humans has sparked a recent increase in new investigations concerning PFCs. Historically PFCs have been used in a wide variety of consume...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Bretherton&pg=3&id=EJ686303','ERIC'); return false;" href="http://eric.ed.gov/?q=Bretherton&pg=3&id=EJ686303"><span id="translatedtitle">Urinary <span class="hlt">Compounds</span> in Autism</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alcorn, A.; Berney, T.; Bretherton, K.; Mills, M.; Savery, D.; Shattock, P.</p> <p>2004-01-01</p> <p>Although earlier claims to identify specific <span class="hlt">compounds</span> in the urine of people with autism had been discredited, it was subsequently suggested that there might be biochemical characteristics that were specific to early childhood, particularly in those who also did not have a severe degree of intellectual disability This study was to establish…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=atomic+AND+structure&pg=2&id=EJ780568','ERIC'); return false;" href="http://eric.ed.gov/?q=atomic+AND+structure&pg=2&id=EJ780568"><span id="translatedtitle">Fun with Ionic <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Logerwell, Mollianne G.; Sterling, Donna R.</p> <p>2007-01-01</p> <p>Ionic bonding is a fundamental topic in high school chemistry, yet it continues to be a concept that students struggle to understand. Even if they understand atomic structure and ion formation, it can be difficult for students to visualize how ions fit together to form <span class="hlt">compounds</span>. This article describes several engaging activities that help…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/873863','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/873863"><span id="translatedtitle">8-fluoropurine <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Barrio, Jorge R.; Satyamurthy, Nagichettiar; Namavari, Mohammad; Phelps, Michael E.</p> <p>2001-01-01</p> <p>An efficient, regiocontrolled approach to the synthesis of 8-fluoropurines by direct fluorination of purines with dilute elemental fluorine, or acetyl hypofluorite, is provided. In a preferred embodiment, a purine <span class="hlt">compound</span> is dissolved in a polar solvent and reacted with a dilute mixture of F.sub.2 in He or other inert gas.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/867325','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/867325"><span id="translatedtitle">Aminopropyl thiophene <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Goodman, Mark M.; Knapp, Jr., Furn F.</p> <p>1990-01-01</p> <p>Radiopharmaceuticals useful in brain imaging comprising radiohalogenated thienylethylamine derivatives. The <span class="hlt">compounds</span> are 5-halo-thiophene-2-isopropyl amines able to cross the blood-brain barrier and be retained for a sufficient length of time to allow the evaluation of regional blood flow by radioimaging of the brain.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=10','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=10"><span id="translatedtitle">Barium and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Barium and <span class="hlt">Compounds</span> ; CASRN 7440 - 39 - 3 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcinog</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=426','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=426"><span id="translatedtitle">Zinc and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Zinc and <span class="hlt">Compounds</span> ; CASRN 7440 - 66 - 6 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcinogen</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=472','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=472"><span id="translatedtitle">Selenium and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Selenium and <span class="hlt">Compounds</span> ; CASRN 7782 - 49 - 2 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcin</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=410','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=410"><span id="translatedtitle">Boron and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Boron and <span class="hlt">Compounds</span> ; CASRN 7440 - 42 - 8 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcinoge</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=277','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=277"><span id="translatedtitle">Lead and <span class="hlt">compounds</span> (inorganic)</span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Lead and <span class="hlt">compounds</span> ( inorganic ) ; CASRN 7439 - 92 - 1 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Atomic+AND+structure&pg=2&id=EJ780568','ERIC'); return false;" href="http://eric.ed.gov/?q=Atomic+AND+structure&pg=2&id=EJ780568"><span id="translatedtitle">Fun with Ionic <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Logerwell, Mollianne G.; Sterling, Donna R.</p> <p>2007-01-01</p> <p>Ionic bonding is a fundamental topic in high school chemistry, yet it continues to be a concept that students struggle to understand. Even if they understand atomic structure and ion formation, it can be difficult for students to visualize how ions fit together to form <span class="hlt">compounds</span>. This article describes several engaging activities that help</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000Natur.406..874K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000Natur.406..874K"><span id="translatedtitle">A stable argon <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Khriachtchev, Leonid; Pettersson, Mika; Runeberg, Nino; Lundell, Jan; Räsänen, Markku</p> <p>2000-08-01</p> <p>The noble gases have a particularly stable electronic configuration, comprising fully filled s and p valence orbitals. This makes these elements relatively non-reactive, and they exist at room temperature as monatomic gases. Pauling predicted in 1933 that the heavier noble gases, whose valence electrons are screened by core electrons and thus less strongly bound, could form stable molecules. This prediction was verified in 1962 by the preparation of xenon hexafluoroplatinate, XePtF6, the first <span class="hlt">compound</span> to contain a noble-gas atom. Since then, a range of different <span class="hlt">compounds</span> containing radon, xenon and krypton have been theoretically anticipated and prepared. Although the lighter noble gases neon, helium and argon are also expected to be reactive under suitable conditions, they remain the last three long-lived elements of the periodic table for which no stable <span class="hlt">compound</span> is known. Here we report that the photolysis of hydrogen fluoride in a solid argon matrix leads to the formation of argon fluorohydride (HArF), which we have identified by probing the shift in the position of vibrational bands on isotopic substitution using infrared spectroscopy. Extensive ab initio calculations indicate that HArF is intrinsically stable, owing to significant ionic and covalent contributions to its bonding, thus confirming computational predictions that argon should form a stable hydride species with properties similar to those of the analogous xenon and krypton <span class="hlt">compounds</span> reported before.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/873681','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/873681"><span id="translatedtitle"><span class="hlt">Compound</span> floating pivot micromechanisms</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Garcia, Ernest J.</p> <p>2001-04-24</p> <p>A new class of tilting micromechanical mechanisms have been developed. These new mechanisms use <span class="hlt">compound</span> floating pivot structures to attain far greater tilt angles than are practical using other micromechanical techniques. The new mechanisms are also capable of bi-directional tilt about multiple axes.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <center> <div class="footer-extlink text-muted"><small>Some links on this page may take you to non-federal websites. 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