Science.gov

Sample records for a-cyclodextrin inclusion compounds

  1. 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

  2. Investigation of the beta-cyclodextrin-hydrocortisone inclusion compound.

    PubMed

    Frank, S G; Kavaliunas, D R

    1983-10-01

    The formation of an inclusion compound by beta-cyclodextrin with hydrocortisone has been studied by proton magnetic resonance (1H-NMR) and phase solubility analysis. The magnitude of the chemical shifts of the interior and exterior beta-cyclodextrin protons in the presence of hydrocortisone indicated that hydrocortisone is included within the beta-cyclodextrin cavity and probably interacts with protons on the edge of the torus. The overall stoichiometry of the inclusion compound was not a single, simple relationship, but was unusual in that it was variable and apparently dependent on the relative amounts of hydrocortisone and beta-cyclodextrin in the system. PMID:6644576

  3. A direct sensitized fluorimetric determination of 5,10,15,20-tetra(m-hydroxyphenyl)chlorin [m-THPC (Foscan)] in human plasma using a cyclodextrin inclusion complex.

    PubMed

    Desroches, M C; Kasselouri, A; Bourdon, O; Chaminade, P; Blais, J; Prognon, P

    2001-06-01

    The 5,10,15,20-tetra(m-hydroxyphenyl)chlorin (m-THPC) (Foscan) is a photosensitizer used in the photodynamic therapy (PDT) of cancers which is currently under clinical trial. The formation of a m-THPC inclusion complex with dimethyl-beta-cyclodextrin (Me-beta-CD) in solution was demonstrated on the basis of circular dichroism experiments. A 1:2 complex stoichiometry was found and an inclusion constant beta 2 = 2.8(+/- 0.4) x 10(10) M-2 was determined. The formation of such a complex was shown to enhance the m-THPC fluorescence intensity. It could be exploited to improve the sensitivity of the direct m-THPC detection in human plasma. Optimization of the operating conditions shows that the best results were obtained by the addition of 100 microL of a concentrated Me-beta-CD solution (3.2 x 10(-2) M) to 1 mL plasma samples. Compared to the standard conditions, a 90% increase in sensitivity was obtained. The proposed analytical method which showed a linear response function [0-300 ng mL-1 (440 pM)] and a low limit of detection [1.5 ng mL-1 (2 pM) (S/N = 3)] appears, especially due to the absence of metabolism, a simple and specific method suitable for pharmacokinetics studies in patients. PMID:11445963

  4. 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.

  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. Cyclodextrin inclusion compounds of vanadium complexes: structural characterization and catalytic sulfoxidation.

    PubMed

    Lippold, Ines; Vlay, Kristin; Görls, Helmar; Plass, Winfried

    2009-04-01

    Reaction of potassium vanadate with the hydrazone ligand derived from Schiff-base condensation of salicylaldehyde and biphenyl-4-carboxylic acid hydrazide (H(2)salhybiph) in the presence of two equivalents alpha-cyclodextrin (alpha-CD) in water yields the 1:2 inclusion compound K[VO(2)(salhybiph)@(alpha-CD)(2)]. Characterization in solution confirmed the integrity of the inclusion compound in the polar solvent water. The inclusion compound crystallizes together with additional water molecules as K[VO(2)(salhybiph)@(alpha-CD)(2)].18H(2)O in the monoclinic space group P2(1). Two alpha-CD rings forming a hydrogen bonded head to head dimer are hosting the hydrophobic biphenyl side chain of the complex K[VO(2)(salhybiph)]. The supramolecular aggregation of the inclusion compound in the solid state is established through hydrogen bonding interactions among adjacent alpha-CD hosts and with vanadate moieties of the guest complexes as well as ionic interactions with the potassium counterions. In contrast the supramolecular structure of the guest complex K[VO(2)(salhybiph)] without the presence of CD host molecules is governed by pi-pi-stacking interactions and additional CH/pi interactions. The new inclusion complex K[VO(2)(salhybiph)@(alpha-CD)(2)] and the analogous 1:1 inclusion compound with beta-CD were tested as catalyst in the oxidation of methyl phenyl sulfide (thioanisol) using hydrogen peroxide as oxidant in a water/ethanol mixture, under neutral as well as acidic conditions. PMID:19201031

  7. 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…

  8. High-pressure/low-temperature neutron scattering of gas inclusion compounds: progress and prospects.

    PubMed

    Zhao, Yusheng; Xu, Hongwu; Daemen, Luke L; Lokshin, Konstantin; Tait, Kimberly T; Mao, Wendy L; Luo, Junhua; Currier, Robert P; Hickmott, Donald D

    2007-04-01

    Alternative energy resources such as hydrogen and methane gases are becoming increasingly important for the future economy. A major challenge for using hydrogen is to develop suitable materials to store it under a variety of conditions, which requires systematic studies of the structures, stability, and kinetics of various hydrogen-storing compounds. Neutron scattering is particularly useful for these studies. We have developed high-pressure/low-temperature gas/fluid cells in conjunction with neutron diffraction and inelastic neutron scattering instruments allowing in situ and real-time examination of gas uptake/release processes. We studied the formation of methane and hydrogen clathrates, a group of inclusion compounds consisting of frameworks of hydrogen-bonded H(2)O molecules with gas molecules trapped inside the cages. Our results reveal that clathrate can store up to four hydrogen molecules in each of its large cages with an intermolecular H(2)-H(2) distance of only 2.93 A. This distance is much shorter than that in the solid/metallic hydrogen (3.78 A), suggesting a strong densification effect of the clathrate framework on the enclosed hydrogen molecules. The framework-pressurizing effect is striking and may exist in other inclusion compounds such as metal-organic frameworks (MOFs). Owing to the enormous variety and flexibility of their frameworks, inclusion compounds may offer superior properties for storage of hydrogen and/or hydrogen-rich molecules, relative to other types of compounds. We have investigated the hydrogen storage properties of two MOFs, Cu(3)[Co(CN)(6)](2) and Cu(3)(BTC)(2) (BTC = benzenetricarboxylate), and our preliminary results demonstrate that the developed neutron-scattering techniques are equally well suited for studying MOFs and other inclusion compounds. PMID:17389387

  9. High-pressure/low-temperature neutron scattering of gas inclusion compounds: Progress and prospects

    PubMed Central

    Zhao, Yusheng; Xu, Hongwu; Daemen, Luke L.; Lokshin, Konstantin; Tait, Kimberly T.; Mao, Wendy L.; Luo, Junhua; Currier, Robert P.; Hickmott, Donald D.

    2007-01-01

    Alternative energy resources such as hydrogen and methane gases are becoming increasingly important for the future economy. A major challenge for using hydrogen is to develop suitable materials to store it under a variety of conditions, which requires systematic studies of the structures, stability, and kinetics of various hydrogen-storing compounds. Neutron scattering is particularly useful for these studies. We have developed high-pressure/low-temperature gas/fluid cells in conjunction with neutron diffraction and inelastic neutron scattering instruments allowing in situ and real-time examination of gas uptake/release processes. We studied the formation of methane and hydrogen clathrates, a group of inclusion compounds consisting of frameworks of hydrogen-bonded H2O molecules with gas molecules trapped inside the cages. Our results reveal that clathrate can store up to four hydrogen molecules in each of its large cages with an intermolecular H2–H2 distance of only 2.93 Å. This distance is much shorter than that in the solid/metallic hydrogen (3.78 Å), suggesting a strong densification effect of the clathrate framework on the enclosed hydrogen molecules. The framework-pressurizing effect is striking and may exist in other inclusion compounds such as metal-organic frameworks (MOFs). Owing to the enormous variety and flexibility of their frameworks, inclusion compounds may offer superior properties for storage of hydrogen and/or hydrogen-rich molecules, relative to other types of compounds. We have investigated the hydrogen storage properties of two MOFs, Cu3[Co(CN)6]2 and Cu3(BTC)2 (BTC = benzenetricarboxylate), and our preliminary results demonstrate that the developed neutron-scattering techniques are equally well suited for studying MOFs and other inclusion compounds. PMID:17389387

  10. Self-assembly vesicles made from a cyclodextrin supramolecular complex.

    PubMed

    Jing, Bo; Chen, Xiao; Wang, Xudong; Yang, Chunjie; Xie, Yizhou; Qiu, Huayu

    2007-01-01

    Self-assembly vesicles have been made from a cyclodextrin (CD) supramolecular complex, which is cooperatively formed with natural beta-CD, 1-naphthylammonium chloride (NA), and sodium bis(2-ethyl-1-hexyl)sulfosuccinate (AOT) by weak noncovalent interactions. In the complex structure, a NA molecule is included inside a beta-CD molecule while it is coupled with an AOT molecule on one side. The supramolecular structure and morphology of the vesicles were characterized by transmission electron microscopy (TEM) and dynamic light scattering (DLS), respectively. The mechanism of vesicle formation and transition is discussed along with the data obtained from induced circular dichroism (ICD) and UV/visible spectroscopy, polarized optical microscopy (POM), and (1)H NMR spectroscopy. Both the fabrication and the transition of vesicles are controlled by the inclusion equilibria and the cooperative binding of noncovalent interactions, which include the "key-lock" principle, electrostatic interactions, pi-pi stacking, and amphiphilic hydrophobic association. PMID:17663495

  11. Correction: Cucurbit[7]uril inclusion complexation as a supramolecular strategy for color stabilization of anthocyanin model compounds.

    PubMed

    Held, Barbara; Tang, Hao; Natarajan, Palani; Silva, Cassio Pacheco da; Silva, Volnir de Oliveira; Bohne, Cornelia; Quina, Frank H

    2016-06-01

    Correction for 'Cucurbit[7]uril inclusion complexation as a supramolecular strategy for color stabilization of anthocyanin model compounds' by Barbara Held, et al., Photochem. Photobiol. Sci., 2016, DOI: 10.1039/c6pp00060f. PMID:27216443

  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</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://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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27123548','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27123548"><span id="translatedtitle">Cucurbit[7]uril <span class="hlt">inclusion</span> complexation as a supramolecular strategy for color stabilization of anthocyanin model <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>Held, Barbara; Tang, Hao; Natarajan, Palani; da Silva, Cassio Pacheco; de Oliveira Silva, Volnir; Bohne, Cornelia; Quina, Frank H</p> <p>2016-06-01</p> <p>Host-guest complexation with cucurbit[7]uril of anthocyanin model <span class="hlt">compounds</span> in which acid-base equilibria are blocked resulted in essentially complete stabilization of their color. The color protection is a thermodynamic effect and establishes a strategy to stabilize these colored <span class="hlt">compounds</span> at pH values of interest for practical applications. PMID:27123548</p> </li> <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://www.ncbi.nlm.nih.gov/pubmed/22085246','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22085246"><span id="translatedtitle">Hydrogen-bonded <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with reversed polarity: anionic metal-complexes and cationic organic linkers.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Prakash, M Jaya; Sevov, Slavi C</p> <p>2011-12-19</p> <p>Synthesized and structurally characterized is a new series of soft-host frameworks assembled by charge-assisted hydrogen bonds between an anionic metal complex (MC) and cationic organic linkers (OL), specifically [Co(en)(ox)(2)](-) and diprotonated 4,4'-bipyridinium (H(2)bpy) or 1,2-bis(4-pyridinium)ethylene (H(2)bpye). While frameworks built of cationic complexes and anionic organic linkers are already well-known, the seven new <span class="hlt">compounds</span> described here represent the first series of frameworks with reversed polarity, that is, made of anionic complexes and cationic organic linkers. The <span class="hlt">compounds</span> have a general formula [OL][MC](2)·n(guest), where the guest molecules 4,4'-biphenol (bp), 4-methoxyphenol (mp), 1,4-dimethoxybenzene (dmb), 1,6-dimethoxynaphtalene (dmn), and 4-nitroanisole (na). Structurally the <span class="hlt">compounds</span> can be described as pillared-layer frameworks with layers constructed of MC anions and linked together by hydrogen-bonded cationic OL pillars. The guest molecules occupy the galleries between the pillars while their steric, electronic, and π-π and hydrogen-bonding capabilities influence the overall structure of the soft frameworks. PMID:22085246</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/20938939','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20938939"><span id="translatedtitle">Host-guest <span class="hlt">inclusion</span> <span class="hlt">compound</span> from nitramine crystals exposed to condensed carbon dioxide.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Saint Martin, Sabine; Marre, Samuel; Guionneau, Philippe; Cansell, François; Renouard, Joel; Marchetto, Virginie; Aymonier, Cyril</p> <p>2010-12-01</p> <p>HNIW or CL20 (2,4,6,8,10,12-hexanitro-2,4,6,8,10,12-hexaazaisowurtzitane) is a nitramine, which is considered as the highest energetic molecular <span class="hlt">compound</span> known to date, therefore, attracting increasing interest in propulsion applications. Additionally, CL20 is an interesting system for fundamental studies, exhibiting several polymorphs, which can behave as host lattices for trapping guest molecules. Herein, a new CL20 structure that contains inserted CO(2) molecules is reported. A combination of Fourier transform infra red (FTIR) spectroscopy, scanning electron microscopy (SEM), single-crystal X-ray diffraction, and thermal analyses (thermogravimetric analysis coupled with mass spectrometry and differential scanning calorimetry) was used to characterize this new material. PMID:20938939</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/2002JMoSt.605..325D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002JMoSt.605..325D"><span id="translatedtitle">Structure of and hydrogen bonding in a 3:2 <span class="hlt">inclusion</span> <span class="hlt">compound</span> of N-methylmorpholine betaine hydrochloride with acetonitrile</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.; Szafran, M.; Antkowiak, A.; Grundwald-Wyspianska, M.; Nowak, E.; Gdaniec, M.; Kosturkiewicz, Z.</p> <p>2002-03-01</p> <p>N-Methylmorpholine betaine hydrochloride (MMB·HCl) forms a 3:2 <span class="hlt">inclusion</span> <span class="hlt">compound</span> with acetonitrile. The crystal structure of the <span class="hlt">compound</span> has been determined at 100 K from a twinned crystal to be trigonal with the space group Poverline3; a= b=16.767(2), c=6.996(1) Å, γ=120°. The host framework is constructed from the ionic pairs formed by the chlorine anion and the protonated, at the carboxylate group, betaine cation. The cation and anion are joined by the O-H⋯Cl - hydrogen bond of the length 2.974(2) Å and angle 173(3)°. The guest molecules are included in two kinds of channels formed in the host matrix. The narrow channel runs parallel to the z axis at x=2/3, y=1/3 and is filled with acetonitrile molecules situated at the three-fold axis. The second channel, also parallel to the z axis, joins large cavities with the center at 0,0,1/2 of overline3 symmetry. The cavity accommodates two guest molecules which exhibit disorder in the crystal. There are only van der Waals interactions between the host and the guest. FTIR spectra of MMB·HCl and its deuterated analog have been discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=208214','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=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/2016JMoSt1114...48K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JMoSt1114...48K"><span id="translatedtitle">Structural studies on <span class="hlt">inclusion</span> <span class="hlt">compounds</span> and solvent sorption behavior of gradually elongated wheel-and-axle-type diol hosts featuring lateral benzo[b]thiophene units</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Katzsch, Felix; Gruber, Tobias; Weber, Edwin</p> <p>2016-06-01</p> <p>Based on the wheel-and-axle design strategy, a series of six new clathrate hosts featuring two di(benzo[b]thien-2-yl)hydroxymethyl units attached to both ends of a central linear building element of varying length have been synthesized and their capability to form crystalline <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with a fixed range of organic solvents are reported. X-ray crystal structures of relevant <span class="hlt">inclusion</span> <span class="hlt">compounds</span> have been determined and are comparatively discussed involving structural modification of the host molecules. Organic vapor sorption behavior of the host <span class="hlt">compounds</span> coated as solid films on the quartz crystal of a QCM device has been studied. Significant differences in the affinities towards solvent vapors dependent both on structural and polarity properties of host and solvent are observed, indicating potential application as mass sensitive materials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2015AtmEn.100...20H&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2015AtmEn.100...20H&link_type=ABSTRACT"><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.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://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2015M%26PS...50.1512I&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2015M%26PS...50.1512I&link_type=ABSTRACT"><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/cgi-bin/nph-data_query?bibcode=2003JMoSt.644...49L&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2003JMoSt.644...49L&link_type=ABSTRACT"><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://files.eric.ed.gov/fulltext/ED509705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509705.pdf"><span id="translatedtitle">The <span class="hlt">Inclusive</span> Classroom: How <span class="hlt">Inclusive</span> Is <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>Reid, Claudette M.</p> <p>2010-01-01</p> <p>This paper presents the position that <span class="hlt">inclusion</span> is limited; <span class="hlt">inclusion</span> does not go far enough. The <span class="hlt">inclusive</span> classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on <span class="hlt">inclusion</span>. In most classrooms only children with learning disability are included omitting those with severe disabilities,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19818751','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19818751"><span id="translatedtitle">Oxymatrine-carbenoxolone sodium <span class="hlt">inclusion</span> <span class="hlt">compound</span> induces antinociception and increases the expression of GABA(A)alpha1 receptors in mice.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhou, Junjun; Yang, Guang; Jin, Shaoju; Tao, Lijun; Yu, Jianqiang; Jiang, Yuanxu</p> <p>2010-01-25</p> <p>Oxymatrine-carbenoxolone sodium <span class="hlt">inclusion</span> <span class="hlt">compound</span> (OCSIC) has been reported as a novel painkiller, but its effectiveness and mechanism remain unknown. This study investigated the analgesic effects of OCSIC and the possible alterations in the expression of gamma-aminobutyric acid type A alpha1 (GABA(A)alpha1) receptors in the central nervous system caused by the <span class="hlt">compound</span>. The antinociceptive action of the OCSIC was assessed in thermal and chemical behavioral models of nociception. The hot-plate test, tail immersion test, acetic acid-induced abdominal constriction and formalin-induced pain were used in ICR mice. OCSIC was administered intraperitoneally (i.p.) or intracerebroventricularly (i.c.v.). In all cases, OCSIC produced significant dose-dependent antinociceptive effects. In addition, OCSIC (150 mg/kg) increased the expression of positive staining cells of GABA(A)alpha1 receptors. These results reveal that the antinociceptive effects of OCSIC may be involved in the central nervous system and the peripheral nervous system. The involvement of GABA(A) receptors in the antinociceptive effect of OCSIC is now under investigation. PMID:19818751</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/20548120','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20548120"><span id="translatedtitle">[Animal model of distal myopathy with rimmed vacuoles/hereditary <span class="hlt">inclusion</span> body myopathy and preclinical trial with sugar <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>Noguchi, Satoru; Malicdan, May Christine V; Nishino, Ichizo</p> <p>2010-06-01</p> <p>Sialic acids are terminal sugars of glycolipids and glycoproteins and are involved in several cellular processes. Sialic acid biosynthesis occurs in the cytosol, where UDP-N-acetylglucosamine (GlcNAc) is sequentially converted to N-acetylmannosamine (ManNAc) 6-phosphate by UDP-GlcNAc-2-epimerase/ManNAc kinase enzymes, both of which are encoded by the GNE gene. Since the only existing mouse model of DMRV/hIBM (Gne(-/-)hGNED176VTg) exhibited decreased sialic acid levels in most organs, DMRV/hIBM is thought to be secondary to the metabolic defect in sialic acid production. Theoretically, replenishing sialic acid could be employed as a therapeutic option. It has been reported that N-acetylneuraminic acid (NeuAc) and ManNAc are well incorporated into cells and converted to sialic acid. Thus, we evaluated the efficacy and safety of ManNAc, NeuAc, and sialyllactose in the Gne(-/-)hGNED176VTg, by orally administering these agents to mice from 5-15 weeks continuously until they reached 54-57 weeks of age. The treatment showed beneficial effects in terms of survival rate, overall motor performance, myofiber size, ex vivo skeletal muscle contractile properties, and pathology. These low-dose <span class="hlt">compounds</span> showed acceptable kidney and liver toxicity profiles. Thus our results show that the oral therapy with NeuAc and ManNAc or their derivatives is safe and effective in preventing myopathic symptoms in Gne(-/-)hGNED176VTg mice, and could be considered as a guide for further therapeutic trials. PMID:20548120</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JChPh.141r4305F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JChPh.141r4305F"><span id="translatedtitle">Fully quantal calculation of H2 translation-rotation states in the (p-H2)2@51264 clathrate hydrate <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>Felker, Peter M.</p> <p>2014-11-01</p> <p>The quantal translation-rotation (TR) states of the (p-H2)2@51264 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-H2 approximation) is solved by first approximating the H2 moieties as spherically symmetric and solving for their 6D translational eigenstates. These are then combined with H2 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 H2 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-H2)4@51264 clathrate species. The level structure is also shown to be understandable in terms of a model of (H2)2 as a semirigid diatomic species consisting of two spherically symmetric H2 pseudo-atoms.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1219188','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1219188"><span id="translatedtitle">Selective detergent-extraction from mixed detergent/lipid/protein micelles, using cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span>: a novel generic approach for the preparation of proteoliposomes.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Degrip, W J; Vanoostrum, J; Bovee-Geurts, P H</p> <p>1998-01-01</p> <p>A novel generic approach is described for the selective extraction of detergents from mixed detergent/lipid/protein micelles for the preparation of proteoliposomes of defined lipid-protein ratio. The approach is based on the much higher affinity of <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of the cyclodextrin type for detergents in comparison with bilayer-forming lipids. This approach has distinct advantages over other procedures currently in use. It produces good results with all detergents tested, independent of type and critical micelle concentration, and appears to be generally applicable. It yields nearly quantitative recovery of membrane protein in the proteoliposome fraction. Finally, no large excess of lipid is required; a molar ratio of lipid to protein of 100 to 1 already produces proteoliposomes with functional membrane protein, but higher ratios are well tolerated. The size of the vesicles thus obtained depends on the detergent used. Separation of the resulting proteoliposomes from the detergent-cyclodextrin complexes was most easily achieved by centrifugation through a discontinuous sucrose gradient. A variety of detergents was tested in this procedure on the bovine rod visual pigment rhodopsin in combination with retina lipids. In all cases good yields of proteoliposomes were obtained, which contained fully functional rhodopsin. PMID:9480873</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://www.ncbi.nlm.nih.gov/pubmed/21895893','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21895893"><span id="translatedtitle"><span class="hlt">Inclusive</span> health.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Maclachlan, Malcolm; Khasnabis, Chapal; Mannan, Hasheem</p> <p>2012-01-01</p> <p>We propose the concept of <span class="hlt">Inclusive</span> Health to encapsulate the Health for All ethos; to build on the rights-based approach to health; to promote the idea of <span class="hlt">inclusion</span> as a verb, where a more proactive approach to addressing distinctive and different barriers to <span class="hlt">inclusion</span> is needed; and to recognise that new initiatives in human resources for health can offer exciting and innovative ways of healthcare delivery. While <span class="hlt">Inclusive</span> Education has become a widely recognised and accepted concept, Health for All is still contested, and new thinking is required to develop its agenda in line with contemporary developments. <span class="hlt">Inclusive</span> Health refers both to who gets health care and to who provides it; and its ethos resonates strongly with Jefferson's assertion that 'there is nothing more unequal, than the equal treatment of unequal people'. We situate the timeliness of the <span class="hlt">Inclusive</span> Health concept with reference to recent developments in the recognition of the rights of people with disability, in the new guidelines for community-based rehabilitation and in the World Report on Disability. These developments offer a more <span class="hlt">inclusive</span> approach to health and, more broadly, its inter-connected aspects of wellbeing. A concept which more proactively integrates United Nations conventions that recognise the importance of difference - disability, ethnicity, gender, children - could be of benefit for global healthcare policy and practice. PMID:21895893</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/18649804','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/18649804"><span id="translatedtitle"><span class="hlt">Inclusive</span> teaching.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Billings, Diane M</p> <p>2008-07-01</p> <p><span class="hlt">Inclusive</span> teaching involves being responsive to the diversity represented in the classroom and assisting learners to focus on their culture, attitudes, and beliefs while learning to communicate and collaborate with each other and their patients. PMID:18649804</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.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.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2956861','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2956861"><span id="translatedtitle">Design and characterization of a calixarene <span class="hlt">inclusion</span> <span class="hlt">compound</span> for calibration of long-range carbon-fluorine distance measurements by solid-state NMR</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fowler, Daniel J.; Khalifah, Peter G.; Thompson, Lynmarie K.</p> <p>2010-01-01</p> <p>An inexpensive, easily synthesized calixarene:fluorotoluene host:guest <span class="hlt">inclusion</span> complex has been designed for optimization and calibration of solid-state NMR measurements of carbon-fluorine distances using Rotational Echo DOuble Resonance (REDOR). Complexation of the fluorotoluene with the calixarene host separates the molecules such that simple two-spin behavior is observed for one site with a 4.08 Å carbon-fluorine distance. Fluorotoluene dynamics within the calixarene matrix causes motional averaging of the dipolar couplings that make it possible to easily optimize REDOR experiments and test their accuracy for relatively long distance measurements (> 6.6 Å). This provides a new tool for accurate REDOR measurements of long carbon-fluorine distances, which have important applications in the characterization of fluorine-containing drugs, proteins, and polymers. PMID:20822943</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://eric.ed.gov/?q=cavallaro&pg=2&id=ED431251','ERIC'); return false;" href="http://eric.ed.gov/?q=cavallaro&pg=2&id=ED431251"><span id="translatedtitle">Preschool <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>Cavallaro, Claire C.; Haney, Michele</p> <p></p> <p>This resource guide provides field-tested, research-based strategies for including young children with disabilities in early childhood programs. It is designed to help preservice and in-service educators, Head Start personnel, and child care providers with information to promote <span class="hlt">inclusion</span> in children's earliest social and educational experiences.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/20017495','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/20017495"><span id="translatedtitle">Solid-state structures of base-free ytterbocenes and <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of bis(pentamethylcyclopentadienyl)ytterbium with neutral carboranes and toluene: The role of intermolecular contacts</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Schultz, M.; Burns, C.J.; Schwartz, D.J.; Andersen, R.A.</p> <p>2000-03-06</p> <p>The base-free ytterbocenes (Me{sub 5}C{sub 5}){sub 2}Yb, (Me{sub 4}C{sub 5}H){sub 2}Yb, and [1,3-(Me{sub 3}C){sub 2}C{sub 5}H{sub 3}]{sub 2}Yb have been prepared from their diethyl ether adducts, synthesized by reaction of YbI{sub 2} and the sodium salt of the substituted cyclopentadiene anion in diethyl ether. The structures of the base-free molecules have been determined by X-ray crystallography. The molecule (Me{sub 5}C{sub 5}){sub 2}Yb has been found to crystallize in two different morphologies; the complex also forms <span class="hlt">inclusion</span> complexes with toluene, ortho-carborane, meta-carborane, and 1,2-dimethyl-ortho-carborane. The ytterbocene molecule in all of the derivatives examined is bent in the solid state with centroid-metal-centroid angles ranging from 132{degree} to 147{degree}. A detailed examination of the structures and comparison with the reported structures of (Me{sub 5}C{sub 5}){sub 2}Eu, (Me{sub 5}C{sub 5}){sub 2}Sm, [1,3-(Me{sub 3}Si){sub 2}C{sub 5}H{sub 3}]{sub 2}Yb, and [1,3-(Me{sub 3}Si){sub 2}C{sub 5}H{sub 3}]{sub 2}Eu reveal that bending is the general structural preference. Close inter- or intramolecular contacts are observed in every case between the ytterbium atom and one or more carbon atoms other than those of the two cyclopentadienide rings of that ytterbocene fragment. The packing geometry is dictated by the substituents on the cyclopentadienide rings, the molecules arranging so as to minimize crowding in the solid state. The net result is a coordination polymer, dimer, or monomer, depending on the ring substituents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26344303','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26344303"><span id="translatedtitle">Alginate beads as a carrier for omeprazole/SBA-15 <span class="hlt">inclusion</span> <span class="hlt">compound</span>: A step towards the development of personalized paediatric dosage forms.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Del Gaudio, Pasquale; De Cicco, Felicetta; Sansone, Francesca; Aquino, Rita Patrizia; Adami, Renata; Ricci, Maurizio; Giovagnoli, Stefano</p> <p>2015-11-20</p> <p>The treatment of gastro-esophageal reflux disease (GERD) shows several issues among paediatric patients. This work aims to the formulation of enteric alginate beads loaded with omeprazole (OME) allowing age- and weight-related personalized dosages in children. OME was entrapped in SBA-15 mesoporous <span class="hlt">compound</span>, characterized and loaded into alginate beads by prilling at different OME and alginate concentrations. The beads resulted of homogeneous size, spherical morphology and very consistent in drug loading and distribution. Formulations demonstrated limited swelling and release (about 10%) in simulated gastric fluid (SGF) after 2h and a prolonged release in simulated intestinal fluid (SIF), till 6h, due to a mixed diffusion-case II transport mechanism. The beads were superior to the market product, which showed lower release in SGF but immediate dissolution in SIF. The high alginate beads uniformity and release properties make them a potential novel tool for a personalized treatment of GERD in children. PMID:26344303</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</p> </li> <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=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.osti.gov/scitech/servlets/purl/1154924','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1154924"><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://eric.ed.gov/?q=bangladesh&pg=3&id=EJ826701','ERIC'); return false;" href="http://eric.ed.gov/?q=bangladesh&pg=3&id=EJ826701"><span id="translatedtitle"><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>Ahsan, Mohammad Tariq; Burnip, Lindsay</p> <p>2007-01-01</p> <p>This article reports on <span class="hlt">inclusive</span> education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of <span class="hlt">inclusive</span> education, but a lack of resources is the main barrier in implementing <span class="hlt">inclusive</span> education. Special education and integrated education models exist in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=speech+AND+language+AND+impairment&pg=2&id=ED563615','ERIC'); return false;" href="http://eric.ed.gov/?q=speech+AND+language+AND+impairment&pg=2&id=ED563615"><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>Hayes, Brandalyn; Ashley, Mandi; Salter, Derrick</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://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=David+AND+Publisher&pg=2&id=ED494497','ERIC'); return false;" href="http://eric.ed.gov/?q=David+AND+Publisher&pg=2&id=ED494497"><span id="translatedtitle">Supporting <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>Knowles, Gianna</p> <p>2006-01-01</p> <p>Written to support all teaching and learning staff in developing good <span class="hlt">inclusive</span> practice, this book provides knowledge and understanding about a range of <span class="hlt">inclusion</span> issues, such as what an <span class="hlt">inclusive</span> school might look like and practical guidance on supporting the development of such a school. It also explores issues surrounding: (1) Ethnicity; (2)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1099596.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1099596.pdf"><span id="translatedtitle">Footstep 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>Abbas, Faiza; Zafar, Aneeka; Naz, Tayyaba</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> education is a rising trend in the world. The first step towards <span class="hlt">inclusive</span> education is providing the awareness to the general education teachers. This study focused to investigate the general education teachers of primary and secondary level awareness about the special education and <span class="hlt">inclusive</span> education. This study is descriptive method…</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://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://www.ncbi.nlm.nih.gov/pubmed/15312736','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/15312736"><span id="translatedtitle">Enhanced solubilization of arsenic and 2,3,4,6 tetrachlorophenol from soils by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chatain, V; Hanna, K; de Brauer, C; Bayard, R; Germain, P</p> <p>2004-10-01</p> <p>The application of extracting aqueous solutions with cyclodextrins in several soil remediation technologies has been increasingly studied but little is known about their removal capacities toward the inorganic species. Herein, the effectiveness of cyclodextrins (CDs) in extracting arsenic, copper, and iron from a mining soil is presented. In a preliminary test of four types of CD aqueous solutions, only the addition of carboxylmethyl-beta-cyclodextrin CMCD (<span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative) led to a significant enhancement in arsenic removal. An increase in the concentration of copper and iron in the leachates was also observed with CMCD. Kinetic study of arsenic release was carried out at two temperatures (20 and 35 degrees C). The arsenic concentration in the leachates increases with increasing cyclodextrin concentration. At an 80 mM CMCD concentration, arsenic, copper, and iron released in filtrates were about 20-, 1,000-, and 4,000-fold greater, respectively, than that obtained using deionized water. In the soil system, the CMCD capacity removal was found to be higher for cations than for arsenic. Because the tetrachlorophenol can co-occur with arsenic and copper in several contaminated sites, its solubilization by CMCD was also investigated. Extraction experiments were performed to extract 2,3,4,6 tetrachlorophenol (TeCP) in spiked soil with CMCD. The results of batch experiments have shown that CMCD could significantly increase the TeCP extraction from soil. CD sorption on soils as quantified by a fluorescence technique was low, indicating no significant loss of CD during the leaching experiments. The use of CMCD as a flushing agent to enhance the removal of both inorganic and organic pollutants from mixed-contaminated soils appears as a promising remediation method. PMID:15312736</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/20589475','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20589475"><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=pubmed">PubMed</a></p> <p>Saini, Pradeep; Mansoor, M N; Jalali, Sanjay; Sharma, Abhishek</p> <p>2010-07-01</p> <p>We report a case of epidermal <span class="hlt">inclusion</span> cyst of penis in a five-year-old boy, who had presented to the outpatient department of our hospital. Epidermal <span class="hlt">inclusion</span> cysts are benign lesions that can develop in any part of the body. However, the finding of an epidermal <span class="hlt">inclusion</span> cyst in the penis is rare. The child was operated and discharged uneventfully. The objective of reporting this case is to highlight the rare possibility of an <span class="hlt">inclusion</span> cyst arising from penis as a late complication of circumcision. PMID:20589475</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=special+AND+education+AND+teachers+AND+classroom+AND+management&pg=6&id=EJ705449','ERIC'); return false;" href="http://eric.ed.gov/?q=special+AND+education+AND+teachers+AND+classroom+AND+management&pg=6&id=EJ705449"><span id="translatedtitle">Conclusions on <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>Fink, John</p> <p>2004-01-01</p> <p>An <span class="hlt">inclusion</span> classroom is defined as one that is tasked with mainstreaming special education students into a population of general education students. In this brief article, the author, a high school mathematics teacher, shares his personal experiences in teaching in an <span class="hlt">inclusion</span> classroom. A primary focus is his relationship with the special…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=5&id=ED491801','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=5&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> </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/ED490698.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED490698.pdf"><span id="translatedtitle">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>Elhoweris, Hala; Alsheikh, Negmeldin</p> <p>2004-01-01</p> <p>The purpose of this study was to (a) investigate current teachers' attitudes toward <span class="hlt">inclusion</span>, and to (b) explore possible difference in the general and special education teachers' attitudes toward <span class="hlt">inclusion</span> of students with disabilities in the integrated education classroom. A total of 10 participants from a large mid-western state university…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001Litho..55...27V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001Litho..55...27V"><span id="translatedtitle">Fluid <span class="hlt">inclusion</span> petrography</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Van den Kerkhof, Alfons M.; Hein, Ulrich F.</p> <p>2001-01-01</p> <p>A procedure of fluid <span class="hlt">inclusion</span> studies is proposed with emphasis on the criteria of selecting fluid <span class="hlt">inclusions</span> for detailed (microthermometry and spectroscopic) analysis. An overview of descriptive and genetic classifications of fluid <span class="hlt">inclusions</span> in single crystals and in massive rocks is given with the intention of further differentiating the commonly used terms 'primary' and 'secondary' fluid <span class="hlt">inclusions</span>. Some principles of fluid <span class="hlt">inclusion</span> modification are explained. Cathodoluminescence (CL) studies of quartz with the optical high-power CL-microscope and the electron microprobe provided with a CL detector are an important help in 'fluid petrography'. CL textures are subdivided in primary, growth textures and a wide variety of secondary microtextures, which are in part induced by fluid <span class="hlt">inclusions</span>. The latter is grouped in textures indicative of local lower crystal order (increasing defect structures) and microtextures indicative of local quartz healing (reduction of the defect structures). Microtextures showing the genetic relationship between fluid <span class="hlt">inclusions</span> and the host mineral provide information about the possible post-entrapment changes of fluid <span class="hlt">inclusions</span> and therewith testify their geological relevance.</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=as&pg=5&id=EJ1108259','ERIC'); return false;" href="http://eric.ed.gov/?q=as&pg=5&id=EJ1108259"><span id="translatedtitle">What Counts as <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>Walton, E.; Nel, N.</p> <p>2012-01-01</p> <p>In the years since the publication in South Africa of White Paper Six: Special needs education (Department of Education (DoE) 2001) various schools in the state and independent sectors have begun to implement <span class="hlt">inclusive</span> policies and practices. With reference to the Guidelines for full-service/<span class="hlt">inclusive</span> schools issued in 2009, and by discussing a…</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://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://www.osti.gov/scitech/servlets/purl/6990454','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/6990454"><span id="translatedtitle">Jet <span class="hlt">inclusive</span> cross sections</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Del Duca, V.</p> <p>1992-11-01</p> <p>Minijet production in jet <span class="hlt">inclusive</span> cross sections at hadron colliders, with large rapidity intervals between the tagged jets, is evaluated by using the BFKL pomeron. We describe the jet <span class="hlt">inclusive</span> cross section for an arbitrary number of tagged jets, and show that it behaves like a system of coupled pomerons.</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://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://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://www.ncbi.nlm.nih.gov/pubmed/24277847','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24277847"><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=pubmed">PubMed</a></p> <p>Allen, Benjamin; Nowak, Martin A; Wilson, Edward O</p> <p>2013-12-10</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.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://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3535450','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3535450"><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=pmc">PubMed Central</a></p> <p>Dimachkie, Mazen M.; Barohn, Richard J.</p> <p>2012-01-01</p> <p>The idiopathic inflammatory myopathies are a group of rare disorders that share many similarities. These include dermatomyositis (DM), polymyositis (PM), necrotizing myopathy (NM), and sporadic <span class="hlt">inclusion</span> body myositis (IBM). <span class="hlt">Inclusion</span> body myositis is the most common idiopathic inflammatory myopathy after age 50 and it presents with chronic proximal leg and distal arm asymmetric mucle weakness. Despite similarities with PM, it is likely that IBM is primarily a degenerative disorder rather than an inflammatory muscle disease. <span class="hlt">Inclusion</span> body myositis is associated with a modest degree of creatine kinase (CK) elevation and an abnormal electromyogram demonstrating an irritative myopathy with some chronicity. The muscle histopathology demonstrates inflammatory exudates surrounding and invading nonnecrotic muscle fibers often times accompanied by rimmed vacuoles. In this chapter, we review sporadic IBM. We also examine past, essentially negative, clinical trials in IBM and review ongoing clinical trials. For further details on DM, PM, and NM, the reader is referred to the idiopathic inflammatory myopathies chapter. PMID:23117948</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED364040.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED364040.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> Practice Priorities Instrument.</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>Montie, Jo; And Others</p> <p></p> <p>This instrument was developed to assist individuals or teams to review best practice indicators regarding the development of <span class="hlt">inclusive</span> school communities and to establish priority targets for improvement. The instrument covers three areas: (1) school community issues, (2) team issues, and (3) classroom issues. For each area, there is a review…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=impact+AND+needs+AND+educational+AND+Special&pg=4&id=EJ736489','ERIC'); return false;" href="http://eric.ed.gov/?q=impact+AND+needs+AND+educational+AND+Special&pg=4&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://files.eric.ed.gov/fulltext/ED509288.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509288.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> Art Contest</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>Mel, Melisa Dauzat</p> <p>2010-01-01</p> <p>The purpose of this study was to ease a school system into the transitions that occur when <span class="hlt">Inclusion</span> is incorporated. An entire Middle School was used to collect data from. The grades in that school were 6th, 7th and 8th grade. The initial intent was to foment a community feeling among the students. The results were completely unexpected as they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=2&id=EJ945846','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=2&id=EJ945846"><span id="translatedtitle">Exploring <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>Florian, Lani; Black-Hawkins, Kristine</p> <p>2011-01-01</p> <p>This paper reports on a study designed to examine teachers' craft knowledge of their practice of "<span class="hlt">inclusion</span>" in terms of what they do, why and how. The research approach offers an important alternative to studies of students with "additional needs" and the search to articulate the specialist knowledge and skill required to teach them. Through…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bullying+AND+prevent&pg=7&id=EJ866737','ERIC'); return false;" href="http://eric.ed.gov/?q=bullying+AND+prevent&pg=7&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> </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://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=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://eric.ed.gov/?q=murray+AND+inquiry&pg=4&id=EJ611085','ERIC'); return false;" href="http://eric.ed.gov/?q=murray+AND+inquiry&pg=4&id=EJ611085"><span id="translatedtitle">Teaching <span class="hlt">Inclusion</span> through Alphapoems.</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>Murray, Susan "BOON"</p> <p>2000-01-01</p> <p>Describes what <span class="hlt">inclusion</span> is and how people in the helping professions may unintentionally promote exclusion. Describes the author's use of alphapoems in a course to develop college students' affective learning and advocacy toward people with disabilities. Offers examples of students' work and concludes that alphapoems served to further pedagogical…</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=key+AND+policies&id=EJ944075','ERIC'); return false;" href="http://eric.ed.gov/?q=key+AND+policies&id=EJ944075"><span id="translatedtitle">Developing <span class="hlt">Inclusive</span> Teachers from an <span class="hlt">Inclusive</span> Curricular 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>Opertti, Renato; Brady, Jayne</p> <p>2011-01-01</p> <p>This article defines <span class="hlt">inclusive</span> education in light of the Education for All agenda. It then describes key considerations for developing <span class="hlt">inclusive</span> teachers from the perspective of an <span class="hlt">inclusive</span> curriculum which seeks to address the needs of all learners. It concludes by outlining several key policy discussion areas which must be addressed if…</p> </li> <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>... How to Get Involved Donate <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://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://files.eric.ed.gov/fulltext/EJ854551.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ854551.pdf"><span id="translatedtitle">Brief, Amazing Moments 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>Fialka, Janice</p> <p>2005-01-01</p> <p>"Real <span class="hlt">inclusion</span>" of kinds with special needs occurs everywhere, inside the classroom as well as outside. This is a fairly basic principle, however, it is not always easy to achieve. In this article, the author describes how her family have had to "fight" for <span class="hlt">inclusive</span> education and shares some amazing moments of <span class="hlt">inclusion</span> with her son Micah.</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.ncbi.nlm.nih.gov/pubmed/27534311','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27534311"><span id="translatedtitle">Can We Build <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>Kirkeby, Inge Mette; Grangaard, Sidse</p> <p>2016-01-01</p> <p><span class="hlt">Inclusion</span> of children with special needs in kindergartens and preschools may be approached from different angles. This paper raises the question of whether the physical framework of kindergartens makes any difference for daily life at the kindergarten at all, and whether it can support <span class="hlt">inclusion</span> of some children with special needs. Hence the title - can we build <span class="hlt">inclusion</span>? In the literature of Universal Design, accommodation and design features seldom reflect the less visible disabilities. The paper is based on a research project initiated to investigate how more or less space influences daily pedagogical practice in general. Twelve interviews were conducted with experienced teachers from twelve different kindergartens with different amounts of space, varying from a ratio of 2.1 m<sup>2</sup> play area per child to 5.5 m<sup>2</sup>. The results indicated that, for a group of children with special needs in particular, the amount of space is crucial. This group consisted of children who were socially very extrovert, and who maybe were noisy, easily provoked, and quick to get involved in arguments with other children. Alternatively, children in the group were very restrained and withdrawn in social interaction. Based on the answers in the interviews, we found support for answering the question in the title in the affirmative; we can build <span class="hlt">inclusion</span>! This is because the teachers' experience indicated that, if there was sufficient space per child, there were fewer conflicts and the children managed to stay in the same activity for a much longer period. Sufficient space made it possible to divide the children into smaller groups, and use any secluded space. Therefore, it was much easier for other children to include some children with special needs. Accordingly, we can say that, sufficient space per child and an adequate layout and furnishing of the kindergarten is an advantage for all children. This is a clear example of Universal Design in which architectural</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/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://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.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://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.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> </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://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/19876969','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19876969"><span id="translatedtitle">Predicting <span class="hlt">inclusion</span> behaviour and framework structures in organic crystals.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cruz-Cabeza, Aurora J; Day, Graeme M; Jones, William</p> <p>2009-12-01</p> <p>We have used well-established computational methods to generate and explore the crystal structure landscapes of four organic molecules of well-known <span class="hlt">inclusion</span> behaviour. Using these methods, we are able to generate both close-packed crystal structures and high-energy open frameworks containing voids of molecular dimensions. Some of these high-energy open frameworks correspond to real structures observed experimentally when the appropriate guest molecules are present during crystallisation. We propose a combination of crystal structure prediction methodologies with structure rankings based on relative lattice energy and solvent-accessible volume as a way of selecting likely <span class="hlt">inclusion</span> frameworks completely ab initio. This methodology can be used as part of a rational strategy in the design of <span class="hlt">inclusion</span> <span class="hlt">compounds</span>, and also for the anticipation of <span class="hlt">inclusion</span> behaviour in organic molecules. PMID:19876969</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013ehep.confE.452R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013ehep.confE.452R"><span id="translatedtitle"><span class="hlt">Inclusive</span> Jets in PHP</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Roloff, P.</p> <p></p> <p>Differential <span class="hlt">inclusive</span>-jet cross sections have been measured in photoproduction for boson virtualities Q^2 < 1 GeV^2 with the ZEUS detector at HERA using an integrated luminosity of 300 pb^-1. Jets were identified in the laboratory frame using the k_T, anti-k_T or SIScone jet algorithms. Cross sections are presented as functions of the jet pseudorapidity, eta(jet), and the jet transverse energy, E_T(jet). Next-to-leading-order QCD calculations give a good description of the measurements, except for jets with low E_T(jet) and high eta(jet). The cross sections have the potential to improve the determination of the PDFs in future QCD fits. Values of alpha_s(M_Z) have been extracted from the measurements based on different jet algorithms. In addition, the energy-scale dependence of the strong coupling was determined.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=LeVan&id=EJ843664','ERIC'); return false;" href="http://eric.ed.gov/?q=LeVan&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=Positive+AND+Thoughts&pg=4&id=EJ954385','ERIC'); return false;" href="http://eric.ed.gov/?q=Positive+AND+Thoughts&pg=4&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 inclusion…</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://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://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=inclusion+AND+policy&pg=5&id=EJ985992','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+policy&pg=5&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=language+AND+workplace&pg=3&id=EJ928025','ERIC'); return false;" href="http://eric.ed.gov/?q=language+AND+workplace&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://files.eric.ed.gov/fulltext/EJ814506.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ814506.pdf"><span id="translatedtitle">Serbian 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>Kalyva, Efrosini; Gojkovic, Dina; Tsakiris, Vlastaris</p> <p>2007-01-01</p> <p>This study investigated the attitudes of 72 Serbian teachers towards the <span class="hlt">inclusion</span> of children with Special Educational Needs (SEN) in mainstream schools; they were asked to complete "My Thinking About <span class="hlt">Inclusion</span> Questionnaire" (Stoiber, Goettinger, & Goetz, 1998). It was found that Serbian teachers held overall slightly negative attitudes towards…</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://eric.ed.gov/?q=1971&pg=2&id=EJ1033002','ERIC'); return false;" href="http://eric.ed.gov/?q=1971&pg=2&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=official+AND+language+AND+policy&pg=4&id=EJ782699','ERIC'); return false;" href="http://eric.ed.gov/?q=official+AND+language+AND+policy&pg=4&id=EJ782699"><span id="translatedtitle">Building <span class="hlt">Inclusive</span> Cities and 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>Freiler, Christa</p> <p>2008-01-01</p> <p>Canada prides itself on being an <span class="hlt">inclusive</span> country. Immigrants from all over the world arrive in Canada's cities with their families because they feel welcome and safe. According to research, engagement towards social <span class="hlt">inclusion</span> increased among Canadians during the last 30 last years. These changing values resulted in the creation of official…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=adapted+AND+physical+AND+activity&pg=3&id=EJ849554','ERIC'); return false;" href="http://eric.ed.gov/?q=adapted+AND+physical+AND+activity&pg=3&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://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://eric.ed.gov/?q=karvonen&pg=2&id=EJ676219','ERIC'); return false;" href="http://eric.ed.gov/?q=karvonen&pg=2&id=EJ676219"><span id="translatedtitle">Promoting a Lifetime 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>Renzaglia, Adelle; Karvonen, Meagan; Drasgow, Erik; Stoxen, Craig C.</p> <p>2003-01-01</p> <p>Discussion of ways to promote <span class="hlt">inclusion</span> for individuals with severe disabilities first establishes the principle of normalization, then describes conditions and practices that reflect this principle and foster <span class="hlt">inclusion</span> across the life span. These include universal design, person-centered planning, self-determination, and positive behavior…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&id=EJ1103442','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&id=EJ1103442"><span id="translatedtitle">Early Childhood <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>Diken, Ibrahim H.; Rakap, Salih; Diken, Ozlem; Tomris, Gozde; Celik, Secil</p> <p>2016-01-01</p> <p><span class="hlt">Inclusion</span> of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support <span class="hlt">inclusion</span> and teaching in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+preschool&pg=7&id=EJ1064170','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+preschool&pg=7&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://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=bodnar&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAuthor-Name%26N%3D0%26No%3D10%26Ntt%3Dbodnar%2527','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=bodnar&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAuthor-Name%26N%3D0%26No%3D10%26Ntt%3Dbodnar%2527"><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> </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://eric.ed.gov/?q=Hestenes&pg=2&id=EJ806639','ERIC'); return false;" href="http://eric.ed.gov/?q=Hestenes&pg=2&id=EJ806639"><span id="translatedtitle">Quality in <span class="hlt">Inclusive</span> 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>Hestenes, Linda L.; Cassidy, Deborah J.; Shim, Jonghee; Hegde, Archana V.</p> <p>2008-01-01</p> <p>Research Findings: Quality of care for preschool children in <span class="hlt">inclusive</span> and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that <span class="hlt">inclusive</span> classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality…</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.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4115580','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4115580"><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=pmc">PubMed Central</a></p> <p>Barohn, Richard J.</p> <p>2014-01-01</p> <p>The idiopathic inflammatory myopathies (IIM) are a heterogenous group of rare disorders that share many similarities. In addition to sporadic <span class="hlt">inclusion</span> body myositis (IBM), these include dematomyositis (DM), polymyositis (PM), and autoimmune necrotizing myopathy (NM). For discussion of later three disorders, the reader is referred to the IIM review in this issue. IBM is the most common IIM after age 50. It typically presents with chronic insidious proximal leg and/or distal arm asymmetric muscle weakness leading to recurrent falls and loss of dexterity. Creatine kinase (CK) is up to 15 times elevated in IBM and needle electromyograhy (EMG) mostly shows a chronic irritative myopathy. Muscle histopathology demonstrates endomysial inflammatory exudates surrounding and invading non-necrotic muscle fibers often times accompanied by rimmed vacuoles and protein deposits. Despite inflammatory muscle pathology suggesting similarity with PM, it likely that IBM is has a prominent degenerative component as supported by refractoriness to immunosuppressive therapy. We review the evolution of our knowledge in IBM with emphasis on recent developments in the field and discuss ongoing clinical trials. PMID:25037082</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/11541990','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/11541990"><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://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Andrawes, F; Holzer, G; Roedder, E; Gibson, E K; 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 conclusions 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">inclusion</span> on 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 crushing 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 processes involved in the history of the samples analyzed. PMID:11541990</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AGUFM.V21A2077K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AGUFM.V21A2077K"><span id="translatedtitle">The infidelity of 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>Kent, A. J.</p> <p>2008-12-01</p> <p>Melt <span class="hlt">inclusions</span> provide important information about magmatic systems and represent unique records of magma composition and evolution. However, it is also clear that melt <span class="hlt">inclusions</span> do not necessarily constitute a petrological 'magic bullet', and potential exists for trapped melt compositions to be modified by a range of <span class="hlt">inclusion</span>-specific processes. These include trapping of diffusional boundary layers, crystallization of the host mineral after trapping and dissolution of co-trapped minerals during homogenization, diffusional exchange between trapped liquid and the host mineral and external melt, and cryptic alteration of trapped material during weathering or hydrothermal alteration. It clearly important to identify when melt <span class="hlt">inclusions</span> are unmodified, and which compositional indices represent the most robust sources of petrogenetic information. In this presentation I review and discuss various approaches for evaluating compositions and compositional variations in <span class="hlt">inclusion</span> suites. An overriding principle is that the variations evident in melt <span class="hlt">inclusions</span> should be able to be understood in terms of petrological processes that are known, or can be reasonably inferred to also effect bulk magma compositions. One common approach is to base petrological conclusions on species that should be more robust, and many workers use variations in incompatible trace elements for this purpose. However important information may also be obtained from a comparison of variations in melt <span class="hlt">inclusions</span> and the lavas that host them, and in most cases this comparison is the key to identifying <span class="hlt">inclusions</span> and suites that are potentially suspect. Comparisons can be made between individual <span class="hlt">inclusions</span> and lavas, although comparison of average <span class="hlt">inclusion</span> composition and the host lava, after correction for differences in crystal fractionation, may also be valuable. An important extension of this is the comparison of the variability of different species in <span class="hlt">inclusions</span> and host lavas. This also provides</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+service+AND+discrimination&pg=3&id=EJ1094322','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+service+AND+discrimination&pg=3&id=EJ1094322"><span id="translatedtitle">Nontraditional Student Perceptions of Collegiate <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>Witkowsky, Patricia; Mendez, Sylvia; Ogunbowo, Oluwafolakemi; Clayton, Grant; Hernandez, Nancy</p> <p>2016-01-01</p> <p>This study explored student responses to a Student <span class="hlt">Inclusiveness</span> Survey (SIS), with specific attention to nontraditional student responses about collegiate <span class="hlt">inclusion</span>. Specifically, the SIS constructs that related to <span class="hlt">inclusion</span>, the Perceptions of <span class="hlt">Inclusiveness</span> and Institutional Safeguarding of <span class="hlt">Inclusiveness</span>, were analyzed descriptively, and…</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>... Conditions <span class="hlt">inclusion</span> body myopathy 2 <span class="hlt">inclusion</span> body myopathy 2 Enable Javascript to view the expand/collapse boxes. ... Open All Close All Description <span class="hlt">Inclusion</span> body myopathy 2 is a condition that primarily affects skeletal muscles , ...</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://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://eric.ed.gov/?q=schools+AND+inclusive&id=ED534917','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&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=diversity+AND+functional&pg=6&id=EJ933350','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+functional&pg=6&id=EJ933350"><span id="translatedtitle">Interpreting <span class="hlt">Inclusivity</span>: An Endeavour of Great Proportions</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>Berlach, Richard George; Chambers, Dianne Joy</p> <p>2011-01-01</p> <p>Commencing with a historical account of how special needs education has informed the <span class="hlt">inclusivity</span> debate, the authors consider the knotty problem of what is meant by <span class="hlt">inclusivity</span>. An examination of the characteristics of <span class="hlt">inclusivity</span> is then undertaken, and a functional school-based <span class="hlt">inclusivity</span> framework--a three-faceted model--is proposed. The model…</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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=deafness+AND+autism&pg=4&id=ED493257','ERIC'); return false;" href="http://eric.ed.gov/?q=deafness+AND+autism&pg=4&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=talent+AND+Human&pg=6&id=EJ870783','ERIC'); return false;" href="http://eric.ed.gov/?q=talent+AND+Human&pg=6&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=we&pg=4&id=EJ1024217','ERIC'); return false;" href="http://eric.ed.gov/?q=we&pg=4&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://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://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=Scotland+AND+Population&id=EJ1072418','ERIC'); return false;" href="http://eric.ed.gov/?q=Scotland+AND+Population&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://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://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> </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=community+AND+management&pg=6&id=EJ761516','ERIC'); return false;" href="http://eric.ed.gov/?q=community+AND+management&pg=6&id=EJ761516"><span id="translatedtitle">Classroom Management 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>Soodak, Leslie C.</p> <p>2003-01-01</p> <p>The <span class="hlt">inclusion</span> of children with disabilities in general education classes provides an opportunity for teachers to identify classroom management policies and practices that promote diversity and community. Community-building management strategies that facilitate friendships, collaboration, parent involvement, and address challenging behaviors in a…</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=LEADERSHIP+AND+DEVELOPMENT%3a+AND+REVIEW+AND+CONTEXT&pg=5&id=ED500197','ERIC'); return false;" href="http://eric.ed.gov/?q=LEADERSHIP+AND+DEVELOPMENT%3a+AND+REVIEW+AND+CONTEXT&pg=5&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://files.eric.ed.gov/fulltext/ED471855.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED471855.pdf"><span id="translatedtitle">Grasping the Promise 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>Rudd, Fern</p> <p></p> <p>A teacher and mother of a child with mental retardation examined the history and current status of the <span class="hlt">inclusion</span> movement. A review of the historical background considers the origins of special education, the Education for All Handicapped Children Act of 1975, major court cases, and requirements of the 1997 amendments to the Individuals with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=her+AND+company&pg=4&id=EJ819988','ERIC'); return false;" href="http://eric.ed.gov/?q=her+AND+company&pg=4&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=area+AND+economic+AND+Special&id=EJ1103441','ERIC'); return false;" href="http://eric.ed.gov/?q=area+AND+economic+AND+Special&id=EJ1103441"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in Croatia</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>Ljubešic, Marta; Šimleša, Sanja</p> <p>2016-01-01</p> <p>This article explains early childhood <span class="hlt">inclusion</span> in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=coombs&pg=7&id=EJ639123','ERIC'); return false;" href="http://eric.ed.gov/?q=coombs&pg=7&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://eric.ed.gov/?q=Gartner&pg=5&id=EJ573484','ERIC'); return false;" href="http://eric.ed.gov/?q=Gartner&pg=5&id=EJ573484"><span id="translatedtitle">Taking <span class="hlt">Inclusion</span> into 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>Lipsky, Dorothy Kerzner; Gartner, Alan</p> <p>1998-01-01</p> <p>According to the reauthorized Individuals with Disabilities Education Act (1997), education of disabled children should produce outcomes akin to those expected of "regular" students, and disabled students should be educated with other kids. Implementing <span class="hlt">inclusive</span> programs will require visionary leadership, educator collaboration, refocused…</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://eric.ed.gov/?q=education+AND+inclusive&pg=4&id=EJ1045392','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+inclusive&pg=4&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=Empirical&pg=6&id=EJ1103462','ERIC'); return false;" href="http://eric.ed.gov/?q=Empirical&pg=6&id=EJ1103462"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in Israel</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>Al-Yagon, Michal; Aram, Dorit; Margalit, Malka</p> <p>2016-01-01</p> <p>This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood <span class="hlt">inclusion</span> (ECI) at preschool ages (3-6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED358637.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED358637.pdf"><span id="translatedtitle">Curriculum Adaptation for <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>Neary, Tom; And Others</p> <p></p> <p>This manual on curriculum adaptation for <span class="hlt">inclusive</span> classrooms was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities previously at special centers into services at regular school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Forbes&id=EJ763870','ERIC'); return false;" href="http://eric.ed.gov/?q=Forbes&id=EJ763870"><span id="translatedtitle">Towards <span class="hlt">Inclusion</span>: An Australian 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>Forbes, Fiona</p> <p>2007-01-01</p> <p>This article outlines the views of the Australian Special Education Principals' Association (ASEPA) on <span class="hlt">inclusion</span> and the impact this is having on Australian Government Schools from a school based perspective. ASEPA is a relatively young association and was formed in 1997 out of the need to put forward the case to support students with special…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1102300.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1102300.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Programmes and Provisions</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>Kappen, Mini Dejo</p> <p>2010-01-01</p> <p><span class="hlt">Inclusive</span> education is a practice of teaching handicapped children in regular classrooms with non-handicapped children to the fullest extent possible; such children may have orthopedic, intellectual, emotional, or visual difficulties or handicaps associated with hearing or learning. In India there are constitutional provisions for Inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=humanistic+AND+psychology&id=EJ871889','ERIC'); return false;" href="http://eric.ed.gov/?q=humanistic+AND+psychology&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://eric.ed.gov/?q=coral&pg=6&id=EJ1103443','ERIC'); return false;" href="http://eric.ed.gov/?q=coral&pg=6&id=EJ1103443"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> 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>Kemp, Coral R.</p> <p>2016-01-01</p> <p>From the introduction of early intervention services in Australian in the mid-1970s, the families of children with intellectual and multiple disabilities have been encouraged to enroll their children in local preschools and childcare centers. Children with disabilities have also accessed a range of alternatives to full <span class="hlt">inclusion</span>, such as reverse…</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://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://www.ncbi.nlm.nih.gov/pubmed/22304229','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22304229"><span id="translatedtitle">Selective separation of patchouli alcohol from the essential oil of Cablin potchouli by <span class="hlt">inclusion</span> crystalline method.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tong, Jian; Yuan, Lei; Guo, Fang; Wang, Zhong-Hua; Jin, Lan; Guo, Wen-Sheng</p> <p>2013-01-01</p> <p>In this article, we have focused on the application of non-traditional separation approach, the host-guest <span class="hlt">inclusion</span> method, into the separation of the active component patchouli alcohol from the essential oil of Cablin potchouli Herb. The host molecule 1,1,6,6-tetraphenylhexa-2,4-diyne-1,6-diol (A) was used to selectively recognise the guest molecule patchouli alcohol (B) in the essential oil of Pogostemon cablin (Blanco) Benth through two strong hydrogen bonding. The <span class="hlt">inclusion</span> <span class="hlt">compound</span> was structurally determined by the single crystal X-ray diffraction. The separation effect was examined by gas chromatography for the whole essential oil and the <span class="hlt">inclusion</span> <span class="hlt">compound</span>, showing that the <span class="hlt">inclusion</span> crystalline method is simple, rapid and effective for the separation of patchouli alcohol from the essential oil of C. potchouli Herb. PMID:22304229</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/24906763','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24906763"><span id="translatedtitle">Development of a myricetin/hydroxypropyl-β-cyclodextrin <span class="hlt">inclusion</span> complex: preparation, characterization, and evaluation.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yao, Yashu; Xie, Yan; Hong, Chao; Li, Guowen; Shen, Hongyi; Ji, Guang</p> <p>2014-09-22</p> <p>Myricetin shows low oral bioavailability (<10%) in rats due to poor aqueous solubility, though it has various pharmacological activities. Complexation with cyclodextrins (CDs) is a potent pharmaceutical method to enhance the bioavailability of poorly soluble <span class="hlt">compounds</span>. The myricetin/HP-β-CD <span class="hlt">inclusion</span> complex was prepared and confirmed by DSC, PXRD, and SEM. Here, the <span class="hlt">inclusion</span> mode is described in detail with regard to structural and energetic aspects using a phase solubility diagram and 1H NMR, NOESY, and FT-IR spectra. The water solubility and dissolution rate of myricetin were greatly enhanced by forming the myricetin/HP-β-CD <span class="hlt">inclusion</span> complex. Consequently, the oral bioavailability of the myricetin/HP-β-CD <span class="hlt">inclusion</span> complex in rats was effectively increased 9.4-fold over free myricetin, and its antioxidant activity was also improved. The present study provides useful information for the potential application of complexation with myricetin, a naturally occurring hydrophobic phenolic <span class="hlt">compound</span> in herbal medicine. PMID:24906763</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 β-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 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 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://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://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010EGUGA..12.6754B&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010EGUGA..12.6754B&link_type=ABSTRACT"><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</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27218856','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27218856"><span id="translatedtitle">Understanding the Formation of Salt-<span class="hlt">Inclusion</span> Phases: An Enhanced Flux Growth Method for the Targeted Synthesis of Salt-<span class="hlt">Inclusion</span> Cesium Halide Uranyl Silicates.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Morrison, Gregory; Smith, Mark D; Zur Loye, Hans-Conrad</p> <p>2016-06-01</p> <p>Salt-<span class="hlt">inclusion</span> <span class="hlt">compounds</span> (SICs) are known for their structural diversity and their potential applications, including luminescence and radioactive waste storage forms. Currently, the majority of salt-<span class="hlt">inclusion</span> phases are grown serendipitously and the targeted growth of SICs has met with only moderate success. We report an enhanced flux growth method for the targeted growth of SICs. Specifically, the use of (1) metal halide reagents and (2) reactions with small surface area to volume ratios are found to favor the growth of salt-<span class="hlt">inclusion</span> <span class="hlt">compounds</span> over pure oxides and thus enable a more targeted synthetic route for their preparation. The Cs-X-U-Si-O (X = F, Cl) pentanary phase space is used as a model system to demonstrate the generality of this enhanced flux method approach. Single crystals of four new salt-<span class="hlt">inclusion</span> uranyl silicates, [Cs3F][(UO2)(Si4O10)], [Cs2Cs5F][(UO2)2(Si6O17)], [Cs9Cs6Cl][(UO2)7(Si6O17)2(Si4O12)], and [Cs2Cs5F][(UO2)3(Si2O7)2], were grown using this enhanced flux growth method. A detailed discussion of the factors that favor salt-<span class="hlt">inclusion</span> phases during synthesis and why specifically uranyl silicates make excellent frameworks for salt-<span class="hlt">inclusion</span> phases is given. PMID:27218856</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://eric.ed.gov/?q=Astronomers&pg=5&id=EJ531437','ERIC'); return false;" href="http://eric.ed.gov/?q=Astronomers&pg=5&id=EJ531437"><span id="translatedtitle">Women in Astronomy: <span class="hlt">Inclusion</span> in Introductory Textbooks.</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>Larsen, Kristine M.</p> <p>1995-01-01</p> <p>Discusses the reasons for identifying the contributions of women astronomers in introductory textbooks. The evolution of <span class="hlt">inclusion</span> over the past 4 decades is explored by examining the rates of <span class="hlt">inclusion</span> of 10 women astronomers in textbooks. Contains 100 references. (DDR)</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/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/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://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://adsabs.harvard.edu/abs/2014JEMat..43.2206T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JEMat..43.2206T"><span id="translatedtitle">Intermetallic <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>Takagiwa, Y.; Matsuura, Y.; Kimura, K.</p> <p>2014-06-01</p> <p>We have focused on the binary narrow-bandgap intermetallic <span class="hlt">compounds</span> FeGa3 and RuGa3 as thermoelectric materials. Their crystal structure is FeGa3-type (tetragonal, P42/ mnm) with 16 atoms per unit cell. Despite their simple crystal structure, their room temperature thermal conductivity is in the range 4-5-W-m-1-K-1. Both <span class="hlt">compounds</span> have narrow-bandgaps of approximately 0.3-eV near the Fermi level. Because their Seebeck coefficients are quite large negative values in the range 350-<-| S 373K|-<-550- μV-K-1 for undoped samples, it should be possible to obtain highly efficient thermoelectric materials both by adjusting the carrier concentration and by reducing the thermal conductivity. Here, we report the effects of doping on the thermoelectric properties of FeGa3 and RuGa3 as n and p-type materials. The dimensionless figure of merit, ZT, was significantly improved by substitution of Sn for Ga in FeGa3 (electron-doping) and by substitution of Zn for Ga in RuGa3 (hole-doping), mainly as a result of optimization of the electronic part, S 2 σ.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ive&pg=2&id=EJ897686','ERIC'); return false;" href="http://eric.ed.gov/?q=ive&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=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=practice+AND+makes+AND+perfect&pg=3&id=EJ627552','ERIC'); return false;" href="http://eric.ed.gov/?q=practice+AND+makes+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://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://eric.ed.gov/?q=racist&pg=7&id=EJ1002320','ERIC'); return false;" href="http://eric.ed.gov/?q=racist&pg=7&id=EJ1002320"><span id="translatedtitle">Toward an Interdisciplinary Framework for Educational <span class="hlt">Inclusivity</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>DeLuca, Christopher</p> <p>2013-01-01</p> <p>This purpose of this paper is to provide a theoretical foundation for <span class="hlt">inclusion</span> in Canadian schools for this Special Issue on <span class="hlt">Inclusive</span> Education. In response to the need for an interdisciplinary framework, this paper uses an interpretive literature review methodology to construct a framework for educational <span class="hlt">inclusivity</span> based on four disciplinary…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=special+AND+education+AND+teachers+AND+classroom+AND+management&pg=7&id=ED536024','ERIC'); return false;" href="http://eric.ed.gov/?q=special+AND+education+AND+teachers+AND+classroom+AND+management&pg=7&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://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> </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://eric.ed.gov/?q=lisa&pg=7&id=ED526393','ERIC'); return false;" href="http://eric.ed.gov/?q=lisa&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=education+AND+inclusive&pg=3&id=EJ1029899','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+inclusive&pg=3&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://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=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=6&id=EJ863241','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=6&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/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=Concept+AND+relations+AND+International&pg=6&id=EJ915329','ERIC'); return false;" href="http://eric.ed.gov/?q=Concept+AND+relations+AND+International&pg=6&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=full+AND+inclusion+AND+classrooms&id=EJ1037695','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&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://eric.ed.gov/?q=qualities+AND+Preschools&pg=4&id=EJ974452','ERIC'); return false;" href="http://eric.ed.gov/?q=qualities+AND+Preschools&pg=4&id=EJ974452"><span id="translatedtitle">Measuring Quality in <span class="hlt">Inclusive</span> Preschool Classrooms: Development and Validation of the <span class="hlt">Inclusive</span> Classroom Profile (ICP)</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.</p> <p>2012-01-01</p> <p>The purpose of this study was to develop and validate an observation measure designed to assess classroom quality in <span class="hlt">inclusive</span> preschool programs, the <span class="hlt">Inclusive</span> Classroom Profile (ICP). Developing the rating scale entailed systematic fieldwork in <span class="hlt">inclusive</span> settings and review of the literature on preschool <span class="hlt">inclusion</span>. Results from the validation…</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://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://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://ntrs.nasa.gov/search.jsp?R=19790048523&hterms=aluminum+inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Daluminum%2Binclusions','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19790048523&hterms=aluminum+inclusions&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Daluminum%2Binclusions"><span id="translatedtitle">Melt <span class="hlt">inclusions</span> in Luna 24 soil fragments</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Roedder, W.; Weiblen, P. W.</p> <p>1978-01-01</p> <p>Optical examinations of 28 slides of Luna 24 soil fragments revealed melt <span class="hlt">inclusions</span> in grains of olivine, plagioclase, spinel, and ilmenite as well as interstitial <span class="hlt">inclusions</span>. In contrast with Apollo samples, the Luna 24 samples contain sulfide melt <span class="hlt">inclusions</span>, which indicates that saturation with respect to an iron sulfide melt took place throughout much of the crystallization history, even while olivine was crystallizing. The Luna 24 silicate-melt <span class="hlt">inclusions</span> have recorded a more extensive differentiation toward higher iron magmas than have the Apollo <span class="hlt">inclusions</span>, but they have also recorded some inexplicably low aluminum values.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AIPC.1560..522P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AIPC.1560..522P"><span id="translatedtitle">Transverse SSA in <span class="hlt">inclusive</span> DIS</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pitonyak, Daniel</p> <p>2013-10-01</p> <p>We analyze the transverse single spin asymmetry (SSA) in <span class="hlt">inclusive</span> deep inelastic scattering (DIS), which requires a two-photon exchange to generate a non-zero effect. We present numerical results for the SSA that allow us to comment on the so-called "sign mismatch" issue invloving the Efremov-Teryaev-Qiu-Sterman (ETQS) function TF(x,x). In particular, we discuss how our results indicate a collinear twist-3 Sivers-type effect may not be the main cause of the SSAs seen in proton-proton (pp) collisions.</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://www.ncbi.nlm.nih.gov/pubmed/23896262','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23896262"><span id="translatedtitle">Pulmonary neuroendocrine tumors with nuclear <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>Kobayashi, Saori; Tsuta, Koji; Sekine, Shigeki; Yoshida, Akihiko; Sasaki, Naoshi; Shibuki, Yasuo; Sakurai, Hiroyuki; Watanabe, Shun-Ichi; Asamura, Hisao; Tsuda, Hitoshi</p> <p>2013-09-01</p> <p>Nuclear <span class="hlt">inclusion</span> or pseudoinclusion is a peculiar cytological feature, and its recognition in appropriate clinicopathological settings can aid in the diagnosis of several disease entities. To the best of our knowledge, only 1 case of pulmonary neuroendocrine tumor (NET) with nuclear pseudoinclusion has been reported. A review of 227 patients who had undergone surgical resection for pulmonary NETs revealed 2 tumors with different mechanisms of nuclear <span class="hlt">inclusion</span>. To explore the cause of nuclear <span class="hlt">inclusion</span>, NET with nuclear <span class="hlt">inclusion</span> was characterized immunohistochemically and ultrastructurally. Nuclear <span class="hlt">inclusions</span> were observed in 2 of the 227 (0.9%) patients with pulmonary NETs. The first patient was a 46-year-old woman with small cell carcinoma. Tumor cells with nuclear <span class="hlt">inclusions</span> were distributed focally. Ultrastructural analysis showed that these <span class="hlt">inclusions</span> were pseudoinclusions. The second patient was a 62-year-old man with large-cell neuroendocrine carcinoma. Nuclear <span class="hlt">inclusions</span> were observed in the focal area of the tumor. Immunohistochemical analysis revealed that the intra-nuclear materials consisted of biotin and aberrant cytoplasmic and nuclear accumulation of β-catenin. Mutational analysis revealed a CTNNB1 gene mutation. Although very rare, diagnostic errors may be observed in cases of pulmonary NETs with nuclear <span class="hlt">inclusions</span>. The mechanisms of nuclear <span class="hlt">inclusion</span> differed, with one due to herniation of the cytoplasm into the nucleus (pseudoinclusion) and the other due to accumulation of biotin resulting from a CTNNB1 gene mutation. PMID:23896262</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19860050065&hterms=erdogan&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Derdogan','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19860050065&hterms=erdogan&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Derdogan"><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>Liu, X.-H.; Erdogan, F.</p> <p>1986-01-01</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://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://www.ncbi.nlm.nih.gov/pubmed/20392042','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20392042"><span id="translatedtitle">Selective removal of monoterpenes from bergamot oil by <span class="hlt">inclusion</span> in deoxycholic acid.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fantin, Giancarlo; Fogagnolo, Marco; Maietti, Silvia; Rossetti, Stefano</p> <p>2010-05-12</p> <p>A new approach for removing monoterpenes (MTs) from bergamot oil by selective <span class="hlt">inclusion</span> in deoxycholic acid (DCA) is proposed. The <span class="hlt">inclusion</span> process is very efficient, the included fraction being composed mainly of limonene (71.7%) and gamma-terpinene (19.8%). On the other hand, the deterpenated bergamot oil fraction showed for the linalool and linalyl acetate derivatives significant increases from 16.6 and 21.4% to 18.3 and 42.2%, respectively. The major advantages of this methodology are its simplicity, the mild conditions employed, and the quantitative recovery of both host (DCA) and guest (monoterpenes) <span class="hlt">compounds</span>. Differential scanning calorimetry (DSC), thermal gravimetry (TG), powder X-ray diffractometry (XRPD), infrared spectroscopy (IR), and proton magnetic resonance ((1)H NMR) analysis were used to investigate and characterize the <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. PMID:20392042</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://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://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://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://files.eric.ed.gov/fulltext/ED496074.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED496074.pdf"><span id="translatedtitle">Full <span class="hlt">Inclusion</span>: The Benefits and Disadvantages of <span class="hlt">Inclusive</span> Schooling. 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>McCarty, Kristine</p> <p>2006-01-01</p> <p>An overview of debated issues related to the benefits and disadvantages of <span class="hlt">inclusive</span> schooling. The beliefs of districts, school personnel and parents are widely differing as related to the placement of students with special needs in <span class="hlt">inclusive</span> settings. The examples of current federal laws help to shape the debate of full <span class="hlt">inclusion</span> in schools…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=definition+AND+barriers&pg=7&id=EJ810783','ERIC'); return false;" href="http://eric.ed.gov/?q=definition+AND+barriers&pg=7&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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=respect+AND+classroom&pg=5&id=EJ1054073','ERIC'); return false;" href="http://eric.ed.gov/?q=respect+AND+classroom&pg=5&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://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=76711602&CFTOKEN=49782822','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=76711602&CFTOKEN=49782822"><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://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://files.eric.ed.gov/fulltext/EJ1096523.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1096523.pdf"><span id="translatedtitle">How Does Supervision Support <span class="hlt">Inclusive</span> Teacherhood?</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>Alila, Sanna; Määttä, Kaarina; Uusiautti, Satu</p> <p>2016-01-01</p> <p>Supervision is a multidimensional concept and phenomenon. In this study, the advantages of supervision and its development in <span class="hlt">inclusive</span> teacherhood was studied. <span class="hlt">Inclusive</span> teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study analyzed the views of supervisors…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusions+AND+diamond&id=ED448915','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusions+AND+diamond&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://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=particles&pg=2&id=ED533972','ERIC'); return false;" href="http://eric.ed.gov/?q=particles&pg=2&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=malaysia+AND+children&pg=2&id=EJ1037652','ERIC'); return false;" href="http://eric.ed.gov/?q=malaysia+AND+children&pg=2&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=malaysia+AND+children&pg=3&id=EJ1054565','ERIC'); return false;" href="http://eric.ed.gov/?q=malaysia+AND+children&pg=3&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=Canada+AND+news&pg=6&id=EJ667932','ERIC'); return false;" href="http://eric.ed.gov/?q=Canada+AND+news&pg=6&id=EJ667932"><span id="translatedtitle">International Perspectives on <span class="hlt">Inclusion</span>: Concluding Thoughts.</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>Timmons, Vianne</p> <p>2002-01-01</p> <p>This article discusses overall trends and commonalities among previous articles on <span class="hlt">inclusion</span> in the United Kingdom, Ireland, India, South Africa, Canada, New Zealand, and Australia. It concludes that <span class="hlt">inclusive</span> education must be viewed in a broader context that looks at school reform and the societal context. Teacher education is stressed.…</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://eric.ed.gov/?q=information+AND+legislation&pg=5&id=EJ965578','ERIC'); return false;" href="http://eric.ed.gov/?q=information+AND+legislation&pg=5&id=EJ965578"><span id="translatedtitle">The Challenges of <span class="hlt">Inclusive</span> Education in Lebanon</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>Wehbi, Samantha</p> <p>2006-01-01</p> <p>This article reports on a study conducted in Lebanon by four non-governmental organizations, primarily on the topic of <span class="hlt">inclusion</span> of people with disabilities in education, with a secondary focus on <span class="hlt">inclusion</span> in employment. This article reports on some of the findings of the assessment process that was four months in duration and aimed, through…</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=student+AND+mobility+AND+suburban&pg=2&id=EJ754360','ERIC'); return false;" href="http://eric.ed.gov/?q=student+AND+mobility+AND+suburban&pg=2&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://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> </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://eric.ed.gov/?q=alignment&pg=7&id=EJ1071623','ERIC'); return false;" href="http://eric.ed.gov/?q=alignment&pg=7&id=EJ1071623"><span id="translatedtitle">Culturally <span class="hlt">Inclusive</span> Curriculum 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>Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle</p> <p>2015-01-01</p> <p>The Australian National Program Standards for Teacher Education prioritises knowledge of culturally <span class="hlt">inclusive</span> practices and challenges the educational community to present research on well-structured, <span class="hlt">inclusive</span>, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Gartner&pg=5&id=ED422675','ERIC'); return false;" href="http://eric.ed.gov/?q=Gartner&pg=5&id=ED422675"><span id="translatedtitle">Standards & <span class="hlt">Inclusion</span>: Can We Have Both?. [Videotape].</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>Lipsky, Dorothy Kerzner; Gartner, Alan</p> <p></p> <p>Designed for regular and special educators, this 40-minute video profiles <span class="hlt">inclusive</span> schools from around the country that have successfully incorporated academic standards. It addresses many of the critical issues facing educators who are supporting students with disabilities in <span class="hlt">inclusive</span> settings. Topics discussed include: (1) the consequences of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Method+AND+analysis+AND+Group&pg=2&id=EJ1029150','ERIC'); return false;" href="http://eric.ed.gov/?q=Method+AND+analysis+AND+Group&pg=2&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://eric.ed.gov/?q=European+AND+Convention+AND+on+AND+Human+AND+Rights&id=EJ886567','ERIC'); return false;" href="http://eric.ed.gov/?q=European+AND+Convention+AND+on+AND+Human+AND+Rights&id=EJ886567"><span id="translatedtitle">Questions of <span class="hlt">Inclusion</span> in Scotland and 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>Allan, Julie</p> <p>2010-01-01</p> <p>This paper examines <span class="hlt">inclusion</span> in Scotland and in Europe. It considers some of the uncertainties surrounding <span class="hlt">inclusion</span> and the questions--many of which give cause for concern--that are currently being raised by researchers, teachers and their representative unions, parents and children. The shifting political and policy contexts and recent patterns…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED372525.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED372525.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: A Series of Issue Papers.</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>Illinois Coalition on School Inclusion, Springfield.</p> <p></p> <p>Thirteen brief papers address issues in <span class="hlt">inclusive</span> education, with special emphasis on concerns and applications in Illinois. The following issues are discussed: (1) the relationship of the <span class="hlt">inclusive</span> schools concept to that of providing a continuum of alternative placement options; (2) needed changes in current funding of special education to…</p> </li> <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=work+AND+inclusion+AND+accessibility%2c+AND+disabilities&pg=4&id=EJ509544','ERIC'); return false;" href="http://eric.ed.gov/?q=work+AND+inclusion+AND+accessibility%2c+AND+disabilities&pg=4&id=EJ509544"><span id="translatedtitle">Classroom Groups: <span class="hlt">Inclusion</span> of Students with Disabilities.</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>Fields, Teesue H.</p> <p>1995-01-01</p> <p>Discusses the <span class="hlt">inclusion</span> of students with disabilities in the regular classroom group. Analyzes the structure of the classroom group to determine its receptivity to students with disabilities. Presents special problems that might be encountered during <span class="hlt">inclusion</span> and possibilities for improving classroom group skills. (LKS)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=work+AND+inclusion+AND+accessibility%2c+AND+disabilities&pg=2&id=ED491317','ERIC'); return false;" href="http://eric.ed.gov/?q=work+AND+inclusion+AND+accessibility%2c+AND+disabilities&pg=2&id=ED491317"><span id="translatedtitle">Case Studies for <span class="hlt">Inclusive</span> Schools. Second Edition</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>Anderson, Peggy L.</p> <p>2005-01-01</p> <p>Case Studies for "<span class="hlt">Inclusive</span> Schools, Second Edition" presents a sampling of case studies that contain realistic problems concerning <span class="hlt">inclusion</span> issues for teacher education students to solve. This format was chosen because the case study approach to learning is gaining in popularity as it provides students with an opportunity to apply information…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Kernel+AND+uses&pg=3&id=EJ795110','ERIC'); return false;" href="http://eric.ed.gov/?q=Kernel+AND+uses&pg=3&id=EJ795110"><span id="translatedtitle">Design, Development and Implementation 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>Mooij, Ton; Smeets, Ed</p> <p>2006-01-01</p> <p>In <span class="hlt">inclusive</span> education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of <span class="hlt">inclusive</span> education that will optimally promote the motivation and learning processes and outcomes of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gender+AND+difference+AND+helping&pg=2&id=EJ1011236','ERIC'); return false;" href="http://eric.ed.gov/?q=gender+AND+difference+AND+helping&pg=2&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=inclusion+AND+policy&pg=5&id=EJ835091','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+policy&pg=5&id=EJ835091"><span id="translatedtitle">Tensions around <span class="hlt">Inclusion</span>: Reframing the Moral Horizon</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>Clegg, Jennifer; Murphy, Elizabeth; Almack, Kathryn; Harvey, Anna</p> <p>2008-01-01</p> <p>Background: <span class="hlt">Inclusion</span> is one of four policies for people with disabilities in the UK. Criticisms of its three key attributes--mainstreaming, independent living and employment--are reviewed. Methods: This study of 28 young people, most with severe intellectual disabilities, investigated engagement with <span class="hlt">inclusion</span> at their transition to adult…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Paper+AND+geography&pg=4&id=EJ1093482','ERIC'); return false;" href="http://eric.ed.gov/?q=Paper+AND+geography&pg=4&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=progressive+AND+feminism&pg=5&id=ED390315','ERIC'); return false;" href="http://eric.ed.gov/?q=progressive+AND+feminism&pg=5&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=improvement+AND+seed&pg=3&id=EJ736093','ERIC'); return false;" href="http://eric.ed.gov/?q=improvement+AND+seed&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=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://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://eric.ed.gov/?q=attitude&pg=6&id=EJ968749','ERIC'); return false;" href="http://eric.ed.gov/?q=attitude&pg=6&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://eric.ed.gov/?q=diversification&id=EJ1019194','ERIC'); return false;" href="http://eric.ed.gov/?q=diversification&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=Turkey&pg=7&id=EJ1058247','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&pg=7&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=cultivation+AND+theory&pg=2&id=EJ598856','ERIC'); return false;" href="http://eric.ed.gov/?q=cultivation+AND+theory&pg=2&id=EJ598856"><span id="translatedtitle">Enhancing Theory Courses with Racially <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>Bramlett-Solomon, Sharon; Liebler, Carol M.</p> <p>1999-01-01</p> <p>Offers a blueprint that instructors of mass media theory courses can adopt to expose students to racially <span class="hlt">inclusive</span> research in order to encourage students to explore and employ relevant theories when probing media and race questions. Offers examples of <span class="hlt">inclusive</span> media research, examining six prominent theories: selective-perception theory,…</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://eric.ed.gov/?q=schools+AND+inclusive&pg=4&id=EJ1060713','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=4&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=schools+AND+inclusive&pg=6&id=EJ958570','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=6&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=schools+AND+inclusive&id=EJ1037654','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&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://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://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=inclusive+AND+business&id=EJ771434','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+business&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=inclusion&pg=4&id=ED556921','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=4&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('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://files.eric.ed.gov/fulltext/EJ1106904.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1106904.pdf"><span id="translatedtitle">Teachers' Misunderstanding: The Concept 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>Sanagi, Tomomi</p> <p>2016-01-01</p> <p>Teachers' misunderstanding the concept of <span class="hlt">inclusive</span> education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of <span class="hlt">inclusive</span> education with conjoint analysis and cluster analysis. The participants for this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=opinion&pg=4&id=ED556926','ERIC'); return false;" href="http://eric.ed.gov/?q=opinion&pg=4&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=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=Meaning+AND+relations+AND+International&pg=2&id=EJ875297','ERIC'); return false;" href="http://eric.ed.gov/?q=Meaning+AND+relations+AND+International&pg=2&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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Country+AND+report+AND+human+AND+rights&pg=6&id=EJ781272','ERIC'); return false;" href="http://eric.ed.gov/?q=Country+AND+report+AND+human+AND+rights&pg=6&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://eric.ed.gov/?q=Country+AND+report+AND+human+AND+rights&id=EJ1103450','ERIC'); return false;" href="http://eric.ed.gov/?q=Country+AND+report+AND+human+AND+rights&id=EJ1103450"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in the United Kingdom</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, Carolyn</p> <p>2016-01-01</p> <p>A policy-to-practice paper is presented of early childhood <span class="hlt">inclusion</span> in England. The article aims to report the benefits of early intervention services and early childhood <span class="hlt">inclusion</span> for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…</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://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3390937','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3390937"><span id="translatedtitle">Antisense-mediated exon <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>Hua, Yimin; Krainer, Adrian R</p> <p>2012-01-01</p> <p>Exon skipping induced by gene mutations is a common mechanism responsible for many genetic diseases. A practical approach to correct the aberrant splicing of defective genes is to use antisense oligonucleotides (ASOs). The recognition of splice sites and the regulation of splicing involve multiple positive or negative cis-acting elements and trans-acting factors. Base-pairing of ASOs to a negative element in a targeted pre-mRNA blocks the binding of splicing repressors to this cis-element and/or disrupts an unfavorable secondary structure; as a result, the ASO restores exon <span class="hlt">inclusion</span>. For example, we have recently shown that appropriate 2’-O-(2-methoxyethyl) (MOE) phosphorothioate-modified ASOs can efficiently correct survival motor neuron 2 (SMN2) exon 7 splicing in a cell-free splicing assay, in cultured human cells—including patient fibroblasts—and in both peripheral tissues and the CNS of SMA mouse models. These ASOs are promising drug leads for SMA therapy. PMID:22454070</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/8792264','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/8792264"><span id="translatedtitle">Full <span class="hlt">inclusion</span> and students with autism.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mesibov, G B; Shea, V</p> <p>1996-06-01</p> <p>The concept of "full <span class="hlt">inclusion</span>" is that students with special needs can and should be educated in the same settings as their normally developing peers with appropriate support services, rather than being placed in special education classrooms or schools. According to advocates the benefits of full <span class="hlt">inclusion</span> are increased expectations by teachers, behavioral modeling of normally developing peers, more learning, and greater self-esteem. Although the notion of full <span class="hlt">inclusion</span> has appeal, especially for parents concerned about their children's rights, there is very little empirical evidence for this approach, especially as it relates to children with autism. This manuscript addresses the literature on full <span class="hlt">inclusion</span> and its applicability for students with autism. Although the goals and values underlying full <span class="hlt">inclusion</span> are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for some students with autism. PMID:8792264</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://adsabs.harvard.edu/abs/2001JSMEA..44..472N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001JSMEA..44..472N"><span id="translatedtitle">Stress Field Caused by Polygonal <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>Nozaki, Hideaki; Horibe, Tadashi; Taya, Minoru</p> <p></p> <p>In this paper, we analyze the elastic field caused by an arbitrary polygonal <span class="hlt">inclusion</span> (with uniform eigenstrain prescribed) in an infinite elastic solid. Closed-form solutions are obtained using Green’s function technique. Numerical calculations are performed for the strain and stress distributions in and around a regular polygonal <span class="hlt">inclusion</span>. It is shown that logarithmic-type stress singularity at each corner of the <span class="hlt">inclusion</span> may vanish only for a square <span class="hlt">inclusion</span> of a specific orientation. Unique properties of the Eshelby tensor of a regular polygonal <span class="hlt">inclusion</span> found by Nozaki and Taya [ASME J. Appl. Mech., Vol. 64, 1997, pp. 495-502] are also investigated in detail and the terms that cause the properties are specified.</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> </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/cgi-bin/nph-data_query?bibcode=2016JPhCS.677a2004P&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.677a2004P&link_type=ABSTRACT"><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://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/cgi-bin/nph-data_query?bibcode=2009AGUFM.V41A2156B&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009AGUFM.V41A2156B&link_type=ABSTRACT"><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</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24673472','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24673472"><span id="translatedtitle">Basophilic <span class="hlt">inclusions</span> and neuronal intermediate filament <span class="hlt">inclusions</span> in amyotrophic lateral sclerosis and frontotemporal lobar degeneration.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ito, Hidefumi</p> <p>2014-12-01</p> <p>Basophilic <span class="hlt">inclusions</span> (BIs) and neuronal intermediate filament <span class="hlt">inclusions</span> (NIFIs) are key structures of basophilic <span class="hlt">inclusion</span> body disease and neuronal intermediate filament <span class="hlt">inclusion</span> disease (NIFID), respectively. BIs are sharply-defined, oval or crescent neuronal intracytoplasmic <span class="hlt">inclusions</span> that appear pale blue-gray in color with HE staining and purple in color with Nissl but are stained poorly with silver impregnation techniques. Immunohistochemically BIs are negative for tau, trans-activation response DNA 43 (TDP-43), α-synuclein, neurofilament (NF) and α-internexin, positive for p62, and variably ubiquitinated. Noticeably, BIs are consistently fused in sarcoma (FUS) positive. NIFIs are by definition immuno-positive for class IV IFs including three NF triplet subunit proteins and α-internexin but negative for tau, TDP-43, and α-synuclein. In NIFID cases several types of <span class="hlt">inclusions</span> have been identified. Among them, hyaline conglomerate-like <span class="hlt">inclusions</span> are the only type that meets the above immunohistochemical features of NIFIs. This type of <span class="hlt">inclusion</span> appears upon HE staining as multilobulated, faintly eosinophilic or pale amphophilic spherical masses with a glassy appearance. These hyaline conglomerates appear strongly argyrophilic, and robustly and consistently immuno-positive for IFs. In contrast, this type of <span class="hlt">inclusion</span> shows no or only occasional dot-like FUS immunoreactivity. Therefore, BIs and NIFIs are distinct from each other in terms of morphological, tinctorial and immunohistochemical features. However, basophilic <span class="hlt">inclusion</span> body disease (BIBD) and NIFID are difficult to differentiate clinically. Moreover, Pick body-like <span class="hlt">inclusions</span>, the predominant type of <span class="hlt">inclusions</span> seen in NIFID, are considerably similar to the BIs of BIBD in that this type of <span class="hlt">inclusion</span> is basophilic, poorly argyrophilic, negative for IFs and intensely immuno-positive for FUS. As BIBD and NIFID share FUS accumulation as the most prominent molecular pathology, whether these two</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23696172','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23696172"><span id="translatedtitle"><span class="hlt">Compounding</span> in Ukraine.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zdoryk, Oleksandr A; Georgiyants, Victoriya A; Gryzodub, Oleksandr I; Schnatz, Rick</p> <p>2013-01-01</p> <p>Pharmaceutical <span class="hlt">compounding</span> in modern Ukraine has a rich history and goes back to ancient times. Today in the Ukraine, there is a revival of <span class="hlt">compounding</span> practice, the opening of private <span class="hlt">compounding</span> pharmacies, updating of legislative framework and requirements of the State Pharmacopeia of Ukraine for <span class="hlt">compounding</span> preparations, and the introduction of Good Pharmaceutical Practice. PMID:23696172</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/21608221','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/21608221"><span id="translatedtitle"><span class="hlt">Inclusive</span> Deep Inelastic Scattering at HERA</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Newman, Paul</p> <p>2011-07-15</p> <p>Recent <span class="hlt">inclusive</span> charged and neutral current scattering data from HERA are presented. Emphasis is placed on the resulting constraints on the proton parton densities and on the influence of low x proton structure on diffraction.</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('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>... of nutrients from food during digestion, resulting in malnutrition and dehydration. Affected infants often have difficulty gaining ... and fluids during digestion leads to recurrent diarrhea, malnutrition, and dehydration in individuals with microvillus <span class="hlt">inclusion</span> disease . ...</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... FHFA should not require the creation of Offices of Minority and Women <span class="hlt">Inclusion</span> and should let...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009AGUFM.V51E1771C&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009AGUFM.V51E1771C&link_type=ABSTRACT"><span id="translatedtitle">Water loss from 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>Chen, Y.; Provost, A.; Schiano, P.; Cluzel, N.</p> <p>2009-12-01</p> <p>Water content in melt <span class="hlt">inclusions</span> has long been used as an important index for the water content of the hosting magma. However, many studies have shown that post-entrapment diffusive re-equilibration can affect the water content of melt <span class="hlt">inclusions</span>. This process must be considered when using melt <span class="hlt">inclusions</span> to infer water content of the hosting magma. Theoretical model on the diffusive re-equilibration between melt <span class="hlt">inclusions</span> and external melts showed that the re-equilibration rate depends on the diffusivity of the re-equilibrating species in the host mineral, the partition coefficient of this species between the host mineral and melt, and the geometry of the melt <span class="hlt">inclusion</span> and host mineral. The water diffusivity in olivine and water partition coefficient between melt and olivine have been measured by recent studies, therefore the diffusive re-equilibration model can be tested by experiments. In this study, we carried out in-situ Fourier transform infrared spectroscopy (FTIR) measurements on the water content of olivine hosted melt <span class="hlt">inclusions</span> at high temperatures. Initial water content of the melt <span class="hlt">inclusions</span> is about 4 wt%. A heating stage system is combined with a microscope FTIR and the absorption spectrum through the olivine and melt <span class="hlt">inclusion</span> is repeatedly measured. Although the absorption band at around 3540 cm-1 has not be calibrated at high temperatures, it is assumed that the absorbance is linearly related to the total water concentration in the melt <span class="hlt">inclusion</span>, and the relative water content can be inferred. Cautions have been exercised to maintain a consistent measurement spot such that the thickness of the melt <span class="hlt">inclusion</span> within the beam path did not change significantly during each experiment. Oxygen fugacity in the heating stage is controlled by Zr purified Ar gas to be about 7 logarithm units below the QFM buffer and about 1 logarithm unit above the QIF buffer at 1473 K. Preliminary results showed that at 1430 and 1581 K, the total water content of the</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.osti.gov/scitech/biblio/6178275','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6178275"><span id="translatedtitle">Intracellular <span class="hlt">inclusions</span> of a n-alkane-grown Arthrobacter</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Griffin, W.M.; Traxler, R.W.</p> <p>1983-01-01</p> <p>The ultrastructural changes associated with the growth of a marine Arthrobacter sp. on n-hexadecane were demonstrated by transmission electron microscopy. Multiple electron translucent areas (ETI), similar to <span class="hlt">inclusions</span> described by other investigators, were found in hydrocarbon-grown cells but not in peptone-grown cells. Stereological planimetry demonstrated that the ETI occupy as much as 40% of the hydrocarbon-grown cell's volume. Electron dense structures (EDI) were observed in hexadecane and in peptone-grown cells. Gas chromatographic analysis indicated traces of n-hexadecane associated with the hydrocarbon-grown cells: however, the hydrocarbon levels were not high enough to suggest the presence of hydrocarbon <span class="hlt">inclusions</span> in the cells. Solvent partition studies with disrupted UC-n-hexadecane-grown cells suggested that the intracellular radioactivity was associated with polar <span class="hlt">compounds</span>. Acrylate-inhibited, hydrocarbon-grown Arthrobacter sp. did not form ETI, suggesting that the formation of ETI involves the participation of Coenzyme A. Thin-layer and gas chromatography indicated that the major intracellular components were glycerides, with one or more R groups composed of palmitic acid and free palmitic acid. 27 references, 5 figures, 2 tables.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27474645','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27474645"><span id="translatedtitle"><span class="hlt">Inclusion</span> of terpenes in cyclodextrins: Preparation, characterization and pharmacological approaches.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lima, Pollyana S S; Lucchese, Angélica M; Araújo-Filho, Heitor G; Menezes, Paula P; Araújo, Adriano A S; Quintans-Júnior, Lucindo J; Quintans, Jullyana S S</p> <p>2016-10-20</p> <p>Terpenes constitute the largest class of natural products and are important resources for the pharmaceutical, food and cosmetics industries. However, due to their low water solubility and poor bioavailability there has been a search for <span class="hlt">compounds</span> that could improve their physicochemical properties. Cyclodextrins (natural and derived) have been proposed for this role and have been complexed with different types of terpenes. This complexation has been demonstrated by using analytical techniques for characterizing complexes such as DSC, NMR, XRD, FTIR, and TGA. The formation of <span class="hlt">inclusion</span> complexes has been able to improve drug characteristics such as bioavailability, solubility and stability; and to enhance biological activity and efficacy. This review shows strong experimental evidence that cyclodextrins improve the pharmacological properties of terpenes, and therefore need to be recognized as being possible targets for clinical use. PMID:27474645</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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/11009211','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/11009211"><span id="translatedtitle">Neuronal intranuclear <span class="hlt">inclusion</span> disease and juvenile parkinsonism.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Sullivan, J D; Hanagasi, H A; Daniel, S E; Tidswell, P; Davies, S W; Lees, A J</p> <p>2000-09-01</p> <p>Juvenile parkinsonism (onset age <20 yrs) is uncommon and few cases with neuropathologic confirmation have been reported. We present the case of a 17-year-old boy who presented with asymmetric arm tremor and bulbar symptoms. His paternal great aunt had parkinsonism with onset at age 22 years. Examination revealed parkinsonism in the absence of additional neurologic signs except for delayed pupillary responses to light. He responded well to levodopa but developed motor fluctuations and disabling dyskinesias after 3 years of treatment. Following attempted withdrawal of levodopa at age 24 years, he developed severe aspiration pneumonia complicated by cardiorepiratory arrests and he died 6 months later. At autopsy, the dominant histologic feature was wide-spread neuronal hyaline intranuclear <span class="hlt">inclusions</span>. Neuronal depletion was observed in the substantia nigra, locus ceruleus, and, to a lesser extent, in the frontal cortex, and <span class="hlt">inclusions</span> were particularly prominent in these areas. <span class="hlt">Inclusions</span> were immunoreactive for ubiquitin and were typical of those seen in neuronal intranuclear <span class="hlt">inclusion</span> disease (NIID), a rare, multisytem neurodegenerative disease. NIID should be considered in the differential diagnosis of juvenile parkinsonism. A link between NIID and hereditary neurodegenerative disorders characterized by expanded polyglutamine tracts is supported by the similar appearance of intranuclear <span class="hlt">inclusions</span> in both conditions and by a family history in some cases of NIID. PMID:11009211</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://eric.ed.gov/?q=new+AND+guinea&id=EJ983742','ERIC'); return false;" href="http://eric.ed.gov/?q=new+AND+guinea&id=EJ983742"><span id="translatedtitle">The <span class="hlt">Inclusion</span> of <span class="hlt">Inclusive</span> Education in International Development: Lessons from Papua New Guinea</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>Le Fanu, Guy</p> <p>2013-01-01</p> <p>A new "<span class="hlt">inclusive</span>" curriculum has been introduced in Papua New Guinea, with significant levels of support from a bilateral development agency. The curriculum is <span class="hlt">inclusive</span> in the sense that it is designed to meet the diverse, complex, and ever-changing needs of students. Research indicates the curriculum has been shaped by various influences, most…</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://eric.ed.gov/?q=autism+AND+play&pg=3&id=EJ885472','ERIC'); return false;" href="http://eric.ed.gov/?q=autism+AND+play&pg=3&id=EJ885472"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Play: A Case Study of a Child with Autism in an <span class="hlt">Inclusive</span> Nursery</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>Theodorou, Fani; Nind, Melanie</p> <p>2010-01-01</p> <p>This paper discusses the play interaction of a young child with autism and the strategies adopted by her teachers to facilitate her <span class="hlt">inclusion</span> in and through play. The data are from an ethnographic case study in an <span class="hlt">inclusive</span> nursery in the South of England spanning 6 months. The aim was to understand and describe the play of a child with autism in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=legal+AND+skills&pg=3&id=EJ926286','ERIC'); return false;" href="http://eric.ed.gov/?q=legal+AND+skills&pg=3&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=cultural+AND+diversity+AND+breaks&id=EJ1012653','ERIC'); return false;" href="http://eric.ed.gov/?q=cultural+AND+diversity+AND+breaks&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=finland+AND+school&pg=6&id=EJ974042','ERIC'); return false;" href="http://eric.ed.gov/?q=finland+AND+school&pg=6&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://files.eric.ed.gov/fulltext/EJ936704.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ936704.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Identifying Teachers' Strategies for Coping with 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>2011-01-01</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. The purpose of this portion of the study was to determine…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=schools+AND+inclusive&pg=7&id=EJ1058225','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=7&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=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=inclusion&pg=6&id=EJ970251','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=6&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://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('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1574367','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1574367"><span id="translatedtitle">Dinitroso and polynitroso <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>Gowenlock, Brian G.; Richter-Addo, George B.</p> <p>2005-01-01</p> <p>The growing interest in the chemistry of C-nitroso <span class="hlt">compounds</span> (RN=O; R = alkyl or aryl group) is due in part to the recognition of their participation in various metabolic processes of nitrogen-containing <span class="hlt">compounds</span>. C-Nitroso <span class="hlt">compounds</span> have a rich organic chemistry in their own right, displaying interesting intra- and intermolecular dimerization processes and addition reactions with unsaturated <span class="hlt">compounds</span>. In addition, they have a fascinating coordination chemistry. While most of the attention has been directed towards C-nitroso <span class="hlt">compounds</span> containing a single –NO moiety, there is an emerging area of research dealing with dinitroso and polynitroso <span class="hlt">compounds</span>. In this critical review, we present and discuss the synthetic routes and properties of these relatively unexplored dinitroso and polynitroso <span class="hlt">compounds</span>, and suggest areas of further development involving these <span class="hlt">compounds</span>. (126 references.) PMID:16100619</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://eric.ed.gov/?q=intercultural+AND+communication&pg=3&id=EJ1047218','ERIC'); return false;" href="http://eric.ed.gov/?q=intercultural+AND+communication&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('http://eric.ed.gov/?q=schools+AND+inclusive&pg=2&id=EJ1104991','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=2&id=EJ1104991"><span id="translatedtitle">An Arendtian Perspective on <span class="hlt">Inclusive</span> Education: Towards a Reimagined Vocabulary</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>Korsgaard, Morten Timmermann</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about <span class="hlt">inclusiveness</span> in the school context. Many positions within <span class="hlt">inclusive</span> education seem to take political, social and ethical perspectives as a starting point, which has allowed <span class="hlt">inclusive</span> movements and initiatives…</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://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4100018','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4100018"><span id="translatedtitle">Absence of Evidence ≠ Evidence of Absence: Statistical Analysis of <span class="hlt">Inclusions</span> in Multiferroic Thin Films</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Schmidt, Michael; Amann, Andreas; Keeney, Lynette; Pemble, Martyn E.; Holmes, Justin D.; Petkov, Nikolay; Whatmore, Roger W.</p> <p>2014-01-01</p> <p>Assertions that a new material may offer particularly advantageous properties should always be subjected to careful critical evaluation, especially when those properties can be affected by the presence of <span class="hlt">inclusions</span> at trace level. This is particularly important for claims relating to new multiferroic <span class="hlt">compounds</span>, which can easily be confounded by unobserved second phase magnetic <span class="hlt">inclusions</span>. We demonstrate an original methodology for the detection, localization and quantification of second phase <span class="hlt">inclusions</span> in thin Aurivillius type films. Additionally, we develop a dedicated statistical model and demonstrate its application to the analysis of Bi6Ti2.8Fe1.52Mn0.68O18 (B6TFMO) thin films, that makes it possible to put a high, defined confidence level (e.g. 99.5%) to the statement of ‘new single phase multiferroic materials’. While our methodology has been specifically developed for magnetic <span class="hlt">inclusions</span>, it can easily be adapted to any other material system that can be affected by low level <span class="hlt">inclusions</span>. PMID:25026969</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4311586','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4311586"><span id="translatedtitle"><span class="hlt">Inclusion</span> of trans-resveratrol in methylated cyclodextrins: synthesis and solid-state structures</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Trollope, Lee; Cruickshank, Dyanne L; Noonan, Terence; Bourne, Susan A; Sorrenti, Milena; Catenacci, Laura</p> <p>2014-01-01</p> <p>Summary The phytoalexin trans-resveratrol, 5-[(1E)-2-(4-hydroxyphenyl)ethenyl]-1,3-benzenediol, is a well-known, potent antioxidant having a variety of possible biomedical applications. However, its adverse physicochemical properties (low stability, poor aqueous solubility) limit such applications and its <span class="hlt">inclusion</span> in cyclodextrins (CDs) has potential for addressing these shortcomings. Here, various methods of the attempted synthesis of <span class="hlt">inclusion</span> complexes between trans-resveratrol and three methylated cyclodextrins (permethylated α-CD, permethylated β-CD and 2,6-dimethylated β-CD) are described. Isolation of the corresponding crystalline 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> enabled their full structure determination by X-ray analysis for the first time, revealing a variety of guest <span class="hlt">inclusion</span> modes and unique supramolecular crystal packing motifs. The three crystalline <span class="hlt">inclusion</span> complexes were also fully characterized by thermal analysis (hot stage microscopy, thermogravimetric analysis and differential scanning calorimetry). To complement the solid-state data, phase-solubility studies were conducted using a series of CDs (native and variously derivatised) to establish their effect on the aqueous solubility of trans-resveratrol and to estimate association constants for complex formation. PMID:25670983</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/cgi-bin/nph-data_query?bibcode=2015JMoSt1101...14S&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2015JMoSt1101...14S&link_type=ABSTRACT"><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.osti.gov/scitech/biblio/1040410','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/1040410"><span id="translatedtitle">Electronic Impact of <span class="hlt">Inclusions</span> in Diamond</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Muller, E.M.; Smedley, J.; Raghothamachar, B.; Gaowei, M.; Keister, J.W.; Ben-Zvi, I.; Dudley, M.; Wu, Q.</p> <p>2010-04-07</p> <p>X-ray topography data are compared with photodiode responsivity maps to identify potential candidates for electron trapping in high purity, single crystal diamond. X-ray topography data reveal the defects that exist in the diamond material, which are dominated by non-electrically active linear dislocations. However, many diamonds also contain defects configurations (groups of threading dislocations originating from a secondary phase region or <span class="hlt">inclusion</span>) in the bulk of the wafer which map well to regions of photoconductive gain, indicating that these <span class="hlt">inclusions</span> are a source of electron trapping which affect the performance of diamond X-ray detectors. It was determined that photoconductive gain is only possible with the combination of an injecting contact and charge trapping in the near surface region. Typical photoconductive gain regions are 0.2 mm across; away from these near-surface <span class="hlt">inclusions</span> the device yields the expected diode responsivity.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/17741381','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/17741381"><span id="translatedtitle">Potassium in clinopyroxene <span class="hlt">inclusions</span> from diamonds.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harlow, G E; Veblen, D R</p> <p>1991-02-01</p> <p>Analytical transmission electron microscopy, electron microprobe analyses, and singlecrystal x-ray diffraction data support the conclusion that high potassium contents, up to 1.5 weight percent K(2)O, of some diopside and omphacite <span class="hlt">inclusions</span> from diamonds represent valid clinopyroxene compositions with K in solid solution. This conclusion contradicts the traditional view of pyroxene crystal chemistry, which holds that K is too large to be incorporated in the pyroxene structure. These diopside and omphacite <span class="hlt">inclusions</span> have a high degree of crystal perfection and anomalously large unit-cell volumes, and a defect-free structure is observed in K-bearing regions when imaged by transmission electron microscopy. These observations imply that clinopyroxene can be a significant host for K in the mantle and that some clinopyroxene <span class="hlt">inclusions</span> and their diamond hosts may have grown in a highly K-enriched environment. PMID:17741381</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://www.ncbi.nlm.nih.gov/pubmed/25559642','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25559642"><span id="translatedtitle"><span class="hlt">Inclusion</span> probability with dropout: an operational formula.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Milot, E; Courteau, J; Crispino, F; Mailly, F</p> <p>2015-05-01</p> <p>In forensic genetics, a mixture of two or more contributors to a DNA profile is often interpreted using the <span class="hlt">inclusion</span> probabilities theory. In this paper, we present a general formula for estimating the probability of <span class="hlt">inclusion</span> (PI, also known as the RMNE probability) from a subset of visible alleles when dropouts are possible. This one-locus formula can easily be extended to multiple loci using the cumulative probability of <span class="hlt">inclusion</span>. We show that an exact formulation requires fixing the number of contributors, hence to slightly modify the classic interpretation of the PI. We discuss the implications of our results for the enduring debate over the use of PI vs likelihood ratio approaches within the context of low template amplifications. PMID:25559642</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/6331275','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/6331275"><span id="translatedtitle">Neuronal intranuclear <span class="hlt">inclusion</span> disease in identical twins.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haltia, M; Somer, H; Palo, J; Johnson, W G</p> <p>1984-04-01</p> <p>A pair of female identical twins exhibited slurred speech, nystagmus, and oculogyral spasms starting at age 11. The patients then had episodic rage, extrapyramidal and lower motor neuron abnormalities, and grand mal seizures, but retained largely normal intelligence, until death at age 21. Severe loss of nigral and craniospinal motor neurons was noted postmortem. Round, eosinophilic, autofluorescent <span class="hlt">inclusion</span> bodies, 3 to 10 microns in diameter, were observed in the nuclei of most nerve cell types of the central and peripheral nervous systems and retina. Ultrastructurally the <span class="hlt">inclusions</span> appeared as masses of filaments without a limiting membrane, the constituent filaments having a diameter of 8.5 to 9.5 nm. Histochemical results suggested the presence of proteins with a high content of tryptophan. Four similar cases have been reported previously under various designations. We propose the name neuronal intranuclear <span class="hlt">inclusion</span> disease for the disorder. PMID:6331275</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/22376063','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22376063"><span id="translatedtitle">Compositional space boundaries for organic <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>Lobodin, Vladislav V; Marshall, Alan G; Hsu, Chang Samuel</p> <p>2012-04-01</p> <p>An upper elemental compositional boundary for fossil hydrocarbons has previously been established as double-bond equivalents (i.e., DBE = rings plus double bonds) not exceeding 90% of the number of carbons. For heteroatom-containing fossil <span class="hlt">compounds</span>, the 90% rule still applies if each N atom is counted as a C atom. The 90% rule eliminates more than 10% of the possible elemental compositions at a given mass for fossil database molecules. However, some synthetic <span class="hlt">compounds</span> can fall outside the upper boundary defined for naturally occurring <span class="hlt">compounds</span>. Their <span class="hlt">inclusion</span> defines an "absolute" upper boundary as DBE (rings plus double bonds to carbon) equal to carbon number plus one, and applies to all organic <span class="hlt">compounds</span> including fullerenes and other molecules containing no hydrogen. Finally, the DBE definition can fail for molecules with particular atomic valences. Therefore, we also present a generalized DBE definition that includes atomic valence to enable calculation of the correct total number of rings, double bonds, and triple bonds for heteroatom-containing <span class="hlt">compounds</span>. PMID:22376063</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004AGUFMGP21B0159S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004AGUFMGP21B0159S"><span id="translatedtitle">Anisotropy of Silicate-Hosted Magnetite <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>Scott, G. R.; Feinberg, J. M.; Renne, P. R.</p> <p>2004-12-01</p> <p>Anisotropy of magnetic properties is a hallmark of silicate crystals with oriented iron-oxide <span class="hlt">inclusions</span>. Strongly magnetic magnetite-bearing silicates (10-1 A m-1) are common components of gabbros and layered intrusions, contributing to local and regional magnetic anomalies. Additionally, these iron-oxide silicates hold the promise of being exceptional paleomagnetic recorders owing to their features of: physical/chemical isolation from altering fluids, chemical equilibrium with their silicate host, and long relaxation times (enhanced coercivity). However, anisotropy of remanence must be understood before these advantageous features can be utilized. Measurements of single crystals of clinopyroxene and plagioclase (10-4 g) show anisotropy in direction and intensity that directly reflect the crystallography of the silicate host. The host controls both the crystallographic orientation of the magnetite (magnetocrystalline anisotropy) and the elongation direction of the magnetite <span class="hlt">inclusion</span> (shape anisotropy). We have found another source of anisotropy that involves an internal exsolution of ulvöspinel within titanomagnetite <span class="hlt">inclusions</span>. This also reflects a host control as this second exsolution occurs along the magnetite \\{100\\}. This fixed wall shape anisotropy creates an array of interacting single domain magnetite parallelepipeds, parallel to \\{100\\}. Each of these anisotropies contributes to enhanced coercivity of remanence, which significantly exceeds the IRM saturation magnetization for magnetite (300 mT). The anisotropy of IRM (aIRM@ 1.1 T) of magnetite-bearing clinopyroxene and plagioclase shows clustering of directions, reflecting the mixture of variables that include: <span class="hlt">inclusion</span> elongation direction and abundance, orientation of magnetite easy axes relative to the applied field, <span class="hlt">inclusion</span> aspect ratio and diameter, and pre-existing magnetic domain structure. For pyroxene (monoclinic) with two arrays of needle-shaped magnetite <span class="hlt">inclusions</span>, the aIRM is</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27160434','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27160434"><span id="translatedtitle">Epithelial <span class="hlt">Inclusion</span> Cyst in Conjunctival Melanoma.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Esposito, Evangelina; Zoroquiain, Pablo; Mastromonaco, Christina; Morales, Melina C; Belfort Neto, Rubens; Burnier, Miguel</p> <p>2016-09-01</p> <p>Conjunctival melanoma is the second most common conjunctival malignancy. Its differential diagnosis with other conjunctival melanocytic neoplasms is inherently difficult. The presence of epithelial cysts is a useful feature in conjunctival tumors and favors a benign lesion. Herein 2 cases of conjunctival melanoma with cysts are presented. To the best of our knowledge, this is the first series of conjunctival melanoma with epithelial <span class="hlt">inclusion</span> cysts. This series emphasizes the importance of considering several malignant features when reviewing conjunctival melanocytic lesions, as malignancy can exist even in the presence of epithelial <span class="hlt">inclusion</span> cysts. PMID:27160434</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=paz&pg=3&id=ED559795','ERIC'); return false;" href="http://eric.ed.gov/?q=paz&pg=3&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://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016EGUGA..18.1725A&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016EGUGA..18.1725A&link_type=ABSTRACT"><span id="translatedtitle">Solid <span class="hlt">inclusion</span> thermobarometry under fire: Heating experiments on encapsulated quartz <span class="hlt">inclusions</span> in garnet</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ashley, Kyle T.; Steele-MacInnis, Matthew; Bodnar, Robert J.; Darling, Robert S.</p> <p>2016-04-01</p> <p>Internal pressures of mineral <span class="hlt">inclusions</span> (Pincl) result from differences in elastic properties of the <span class="hlt">inclusion</span> mineral and its host mineral. Recent studies utilize pressure-sensitive Raman spectroscopic waveshifts to determine the retained Pincl and apply elastic theory to estimate pressure (or temperature) conditions of entrapment. Quartz <span class="hlt">inclusions</span> are commonly utilized because quartz is a "soft," compressible mineral that is ubiquitous as an <span class="hlt">inclusion</span> phase in continental metamorphic rocks. Garnet is a commonly used host because it is rigid and isotropic. Quartz <span class="hlt">inclusions</span> trapped in garnet at high-P, low-T conditions will retain high Pincl; whereas those trapped at low-P, high-T conditions yield negative waveshifts equating to "negative" pressure, or net tensile stress on the <span class="hlt">inclusion</span>. While Pincl can be accurately calculated from Raman data, barometry relies also upon the quality of the elastic model, which fundamentally depends on the quality of the P ‑V ‑T equations of state (EOS) applied. For quartz, EOS modeling is challenging due to the spontaneous strain that develops close to the lambda transition. In this study we conduct heating experiments on quartz <span class="hlt">inclusions</span> in garnet from natural samples to assess the response of <span class="hlt">inclusion</span> pressure to varying temperature (at ambient external pressure), and to evaluate predictions based on commonly applied EOS. Experiments were conducted on two quartz standards (a Herkimer "diamond" and Brazillian quartz) and four completely encapsulated <span class="hlt">inclusions</span> of quartz in garnet from three tectonically diverse terranes, including: (i) a dilated quartz <span class="hlt">inclusion</span> (Pincl = -4.3 kbar) from Port Leyden, Adirondack Mountains, New York, (ii) a Barrovian-sequence quartz <span class="hlt">inclusion</span> from northern Scotland (Pincl = 3.1 kbar), and (iii) two high-pressure (blueschist) quartz <span class="hlt">inclusions</span> from Sifnos, Greece (Pincl = 7.7 and 8.9 kbar). Standards were heated in 25 ° C increments with smaller increments near the lambda transition. Quartz</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</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26147068','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26147068"><span id="translatedtitle">When social <span class="hlt">inclusion</span> is not enough: Implicit expectations of extreme <span class="hlt">inclusion</span> in borderline personality disorder.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>De Panfilis, Chiara; Riva, Paolo; Preti, Emanuele; Cabrino, Chiara; Marchesi, Carlo</p> <p>2015-10-01</p> <p>Increasing evidence suggests that individuals with borderline personality disorder (BPD) might feel rejected even when socially included by others. A psychological mechanism accounting for this response bias could be that objective social <span class="hlt">inclusion</span> violates BPD patients' underlying implicit needs of "extreme" <span class="hlt">inclusion</span>. Thus, this study investigated whether, during interpersonal exchanges, BPD patients report more rejection-related negative emotions and less feelings of social connection than controls unless they are faced with conditions of extreme social <span class="hlt">inclusion</span>. Sixty-one BPD patients and 61 healthy controls completed a modified Cyberball paradigm. They were randomly assigned to a condition of ostracism, social <span class="hlt">inclusion</span>, or overinclusion (a proxy for extreme social <span class="hlt">inclusion</span>). They then rated their emotional states and feelings of social connection immediately and 20 min after the game. BPD patients reported greater levels of negative emotions than controls in the ostracism and the <span class="hlt">inclusion</span> conditions, but not when overincluded. Furthermore, only for BPD participants was overinclusion associated with experiencing less negative emotions than the ostracism condition. However, BPD patients reported lower feelings of social connection than controls in any experimental situation. Thus, in BPD, a laboratory condition of "overinclusion" is associated with a reduction of negative emotions to levels comparable to those of control participants, but not with similar degrees of social connection. These results suggest that for BPD patients, even "including contexts" activate feelings of rejection. Their implicit expectations of idealized interpersonal <span class="hlt">inclusion</span> may nullify the opportunity of experiencing "real" social connection and explain their distorted subjective experiences of rejection. PMID:26147068</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/ED512724.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED512724.pdf"><span id="translatedtitle">Expanding Opportunities: An Interagency <span class="hlt">Inclusion</span> 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>National Early Childhood Technical Assistance Center (NECTAC), 2010</p> <p>2010-01-01</p> <p>Research has shown that both young children with disabilities and their peers benefit from participating together in quality programs and community activities. However, <span class="hlt">inclusive</span> opportunities for young children with disabilities are often not systematic, comprehensive or necessarily of high quality. Cross-agency dialogue and commitment among…</p> </li> <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://www.ncbi.nlm.nih.gov/pubmed/17817353','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/17817353"><span id="translatedtitle">Chrome pyrope: an <span class="hlt">inclusion</span> in natural diamond.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Meyer, H O</p> <p>1968-06-28</p> <p>Electron probe analyses of garnets that are rich in magnesium and that occur as <span class="hlt">inclusions</span> in natural diamonds show that the chrome-garnet end member, Mg(3)Cr(2)Si(3)O(12), is a major constituent (30 percent). PMID:17817353</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=cooperative+AND+learning+AND+learning+AND+disability&id=EJ1030163','ERIC'); return false;" href="http://eric.ed.gov/?q=cooperative+AND+learning+AND+learning+AND+disability&id=EJ1030163"><span id="translatedtitle">Cooperative Oriented Learning 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>Klavina, Aija; Jerlinder, Kajsa; Kristén, Lars; Hammar, Lena; Soulie, Tine</p> <p>2014-01-01</p> <p>In this study the implementation of cooperation directed learning of peer tutoring in elementary general <span class="hlt">inclusive</span> physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviours between students with and without disabilities in GPE. A…</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://eric.ed.gov/?q=iceland&pg=6&id=EJ857872','ERIC'); return false;" href="http://eric.ed.gov/?q=iceland&pg=6&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=kids&pg=7&id=EJ809523','ERIC'); return false;" href="http://eric.ed.gov/?q=kids&pg=7&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=physical+AND+availability&pg=6&id=EJ865397','ERIC'); return false;" href="http://eric.ed.gov/?q=physical+AND+availability&pg=6&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> </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://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=international+AND+perspectives+AND+autism&pg=5&id=EJ828352','ERIC'); return false;" href="http://eric.ed.gov/?q=international+AND+perspectives+AND+autism&pg=5&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=financial+AND+inclusion&pg=3&id=ED549187','ERIC'); return false;" href="http://eric.ed.gov/?q=financial+AND+inclusion&pg=3&id=ED549187"><span id="translatedtitle">Full <span class="hlt">Inclusion</span>: 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>Mullings, Shirley E.</p> <p>2011-01-01</p> <p>The purpose of the phenomenological study was to examine elementary educators' perceptions of full <span class="hlt">inclusion</span> as the least restrictive environment for students with disabilities. Thirty-six teachers and administrators participated in interviews and responded to multiple-choice survey items. The recorded data from the interviews were…</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=dyslexia+AND+music&id=EJ939352','ERIC'); return false;" href="http://eric.ed.gov/?q=dyslexia+AND+music&id=EJ939352"><span id="translatedtitle">If You Can: <span class="hlt">Inclusion</span> in Music Making</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; Cope, Peter</p> <p>2004-01-01</p> <p>This paper steps outside of conventional frameworks of schooling and examines <span class="hlt">inclusion</span> from the perspective of eight young people and adults who play Scottish fiddle music in a group. The participants were asked to talk about their experiences of playing and their involvement with the group in practice and performance sessions. The group had been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=malta&pg=4&id=EJ642329','ERIC'); return false;" href="http://eric.ed.gov/?q=malta&pg=4&id=EJ642329"><span id="translatedtitle">Recent Developments in <span class="hlt">Inclusive</span> Education in Malta.</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>Bartolo, Paul A.</p> <p>2001-01-01</p> <p>Examines recent developments in Malta's <span class="hlt">inclusive</span> education policy, discourse, and practice, noting the influence of United Nations policies, local political developments, parent associations, a National Commission for Persons with Disabilities, and a nongovernmental organization for persons with developmental disabilities. Discusses the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lead&pg=6&id=EJ1048108','ERIC'); return false;" href="http://eric.ed.gov/?q=lead&pg=6&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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ898012.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ898012.pdf"><span id="translatedtitle">Educational Technology for 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>Starcic, Andreja Istenic</p> <p>2010-01-01</p> <p>This paper presents and evaluates the development of an educational technology curriculum aimed at pre-service, primary education and undergraduates; the focus is on the incorporation of ICT competences for <span class="hlt">inclusive</span> education. The framework was the introduction of SEVERI e-learning environment in Slovenian schools. Students were able to monitor…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=health+AND+delivery+AND+system&pg=6&id=EJ1030064','ERIC'); return false;" href="http://eric.ed.gov/?q=health+AND+delivery+AND+system&pg=6&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=s-80&pg=2&id=EJ651819','ERIC'); return false;" href="http://eric.ed.gov/?q=s-80&pg=2&id=EJ651819"><span id="translatedtitle">The SIO: An Instrument To Facilitate <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>Saint-Laurent, Lise</p> <p>2001-01-01</p> <p>Discusses how as <span class="hlt">inclusive</span> efforts became more prevalent in the 1970s, 80s, and 90s, the Individualized Education Program (IEP) came to be considered a key factor in achieving high quality services and instruction for students with disabilities. Describes a technique, the Summary of Individualized Objectives (SIO), for making IEP goals and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=CSR+AND+strategies&pg=3&id=EJ739598','ERIC'); return false;" href="http://eric.ed.gov/?q=CSR+AND+strategies&pg=3&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://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://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED532088','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED532088"><span id="translatedtitle">Middle Schools Principals' Attitudes about <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>Lindsey, Gloria Denise</p> <p>2009-01-01</p> <p>Important legislation has demanded the education of students with disabilities in the least restrictive environment. Administrators, principals and educators in the local schools are impacted tremendously by this decision. The necessity to provide an appropriate education for special needs children while successfully implementing <span class="hlt">inclusion</span> is a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=4&id=EJ798906','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=4&id=EJ798906"><span id="translatedtitle">Working towards <span class="hlt">Inclusion</span>: Reflections from the 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>Singal, Nidhi</p> <p>2008-01-01</p> <p>This article explores developments towards <span class="hlt">inclusive</span> education being undertaken in some schools in India. Drawing on data collected through interviews with key professionals working in schools and classroom observations, the study focused on the practices and experiences of professionals involved in these efforts. Findings suggest that these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=5&id=EJ589377','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=5&id=EJ589377"><span id="translatedtitle">Strategies for Success 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>Hay, Genevieve H.; Courson, Frances H.</p> <p>1997-01-01</p> <p>Suggests a popular model of service delivery for students with disabilities is full <span class="hlt">inclusion</span>. Suggests regular classroom teachers should identify and focus on included students' strengths and carefully examine students' academic and social gains. Argues that school personnel should work in collaborative teams in which skills, experience, talents,…</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=Warm+AND+Up&pg=5&id=EJ866139','ERIC'); return false;" href="http://eric.ed.gov/?q=Warm+AND+Up&pg=5&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=discursive+AND+leadership&pg=4&id=ED386873','ERIC'); return false;" href="http://eric.ed.gov/?q=discursive+AND+leadership&pg=4&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://eric.ed.gov/?q=file&pg=7&id=EJ1027358','ERIC'); return false;" href="http://eric.ed.gov/?q=file&pg=7&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=klaus&id=EJ718160','ERIC'); return false;" href="http://eric.ed.gov/?q=klaus&id=EJ718160"><span id="translatedtitle">Dilemmas in the Quest 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>Wedell, Klaus</p> <p>2005-01-01</p> <p>In 1995, on the occasion of his "retirement", Professor Klaus Wedell wrote a leading article for BJSE entitled "Making <span class="hlt">inclusive</span> education ordinary". Last October, Professor Wedell, also known to BJSE's readers as the author of the regular "Points from the SENCo-Forum "column, delivered the Gulliford Lecture at Birmingham University. Here he makes…</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://www.osti.gov/scitech/biblio/505162','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/505162"><span id="translatedtitle">Paleotemperatures preserved in 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>Roberts, S.M.; Spencer, R.J.</p> <p>1995-10-01</p> <p>A variety of paleoclimate proxy records allow determination of relative warming or cooling. However, if we are to understand climate change, quantification of past temperature fluctuations is essential. Our research indicates that fluid <span class="hlt">inclusions</span> in halite can yield homogenization temperatures that record surface brine temperatures at the time of halite precipitation. To avoid problems with stretching, leaking, and initial trapping of air, samples with primary, single-phase (liquid) fluid <span class="hlt">inclusions</span> are chilled in a freezer to nucleate vapor bubbles. We tested the reliability of this method of obtaining fluid-<span class="hlt">inclusion</span> homogenization temperatures using modern salts precipitated at Badwater Basin, Death Valley, California. Homogenization temperatures correlate well with measured brine temperatures. The same method is applied to fluid <span class="hlt">inclusions</span> in Pleistocene halite from a core taken at the same location in Death Valley. Results are at several scales, recording diurnal temperature variations, seasonal temperature fluctuations, and longer-term warming and cooling events that correlate with major changes in the sedimentary environment related to climate. This technique is uniquely instrumental for paleoclimate studies because it offers actual, not just proxy, paleotemperature data. 27 refs., 17 figs.</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://eric.ed.gov/?q=psychology+AND+textbook&pg=4&id=EJ746464','ERIC'); return false;" href="http://eric.ed.gov/?q=psychology+AND+textbook&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://adsabs.harvard.edu/abs/2013pptm.conf..363N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013pptm.conf..363N"><span id="translatedtitle">Hadronization Effects in <span class="hlt">Inclusive</span> τ Decay</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nesterenko, A. V.</p> <p>2013-11-01</p> <p>It is shown that the nonperturbative effects due to hadronization play a crucial role in low-energy strong interaction processes. Specifically, such effects impose a stringent constraint on the infrared behavior of the Adler function and play an essential role in the theoretical analysis of <span class="hlt">inclusive</span> τ lepton decay.</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>...The Federal Housing Finance Agency (FHFA or agency) is issuing notice and opportunity for the public to comment on this proposed regulation on minority and women <span class="hlt">inclusion</span>. Section 1116 of the Housing and Economic Recovery Act of 2008 amended section 1319A of the Federal Housing Enterprises Financial Safety and Soundness Act of 1992, requiring FHFA, the Federal National Mortgage Association,......</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=relationship+AND+aggressive&pg=3&id=EJ857870','ERIC'); return false;" href="http://eric.ed.gov/?q=relationship+AND+aggressive&pg=3&id=EJ857870"><span id="translatedtitle">Student Behaviour Self-Monitoring Enabling <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>Jull, Stephen K.</p> <p>2009-01-01</p> <p>Disruptive, antisocial behaviour remains an ongoing issue for all schools, and particularly those identified as <span class="hlt">inclusive</span>. Children who exhibit elevated levels of antisocial behaviour have an increased risk of numerous negative life consequences, including impaired social relationships, escalating aggressive behaviours, substance abuse, and school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1104807.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1104807.pdf"><span id="translatedtitle">Everyday <span class="hlt">Inclusive</span> Web Design: An Activity 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>Kane, Shaun K.</p> <p>2007-01-01</p> <p>Introduction: Website accessibility is a problem that affects millions of people with disabilities. While most current accessibility initiatives target government or commercial sites, a growing segment of online content is being created by non-professionals. This content is often inaccessible to users with disabilities. Everyday <span class="hlt">inclusive</span> Web…</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://files.eric.ed.gov/fulltext/ED401680.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED401680.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> through Transdisciplinary Teaming (ITT). 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>Olson, Jennifer; And Others</p> <p></p> <p>This final report describes the <span class="hlt">Inclusion</span> through Transdisciplinary Teaming (ITT) project, which provided support to personnel working in schools, child care centers, and Head Start programs as they designed and provided services that included young children with disabilities and their families. During its 3 years of outreach, ITT project staff…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+australia+AND+inclusion&pg=7&id=EJ880719','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+australia+AND+inclusion&pg=7&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://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://files.eric.ed.gov/fulltext/EJ828953.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ828953.pdf"><span id="translatedtitle">Into the Workforce: Employers' Perspectives 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>Irvine, Angela; Lupart, Judy</p> <p>2008-01-01</p> <p>Employment is an important component to community living that allows persons with disabilities the opportunity to form new relationships and learn new skills. Individuals with disabilities have much to contribute to the work place and, if a proper "fit" is achieved, work <span class="hlt">inclusion</span> can benefit all involved. This project provides and insight into…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&pg=2&id=EJ960739','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&pg=2&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://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3413382','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3413382"><span id="translatedtitle">A nonlinear elasticity phantom containing spherical <span class="hlt">inclusions</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>Pavan, Theo Z.; Madsen, Ernest L.; Frank, Gary R.; Jiang, Jingfeng; Carneiro, Antonio Adilton O.; Hall, Timothy J.</p> <p>2012-01-01</p> <p>The strain image contrast of some in vivo breast lesions changes with increasing applied load. This change is attributed to differences in the nonlinear elastic properties of the constituent tissues suggesting some potential to help classify breast diseases by their nonlinear elastic properties. A phantom with <span class="hlt">inclusions</span> and long-term stability is desired to serve as a test bed for nonlinear elasticity imaging method development, testing, etc. This study reports a phantom designed to investigate nonlinear elastic properties with ultrasound elastographic techniques. The phantom contains four spherical <span class="hlt">inclusions</span> and was manufactured from a mixture of gelatin, agar and oil. The phantom background and each of the <span class="hlt">inclusions</span> has distinct Young’s modulus and nonlinear mechanical behavior. This phantom was subjected to large deformations (up to 20%) while scanning with ultrasound, and changes in strain image contrast and contrast-to-noise ratio (CNR) between <span class="hlt">inclusion</span> and background, as a function of applied deformation, were investigated. The changes in contrast over a large deformation range predicted by the finite element analysis (FEA) were consistent with those experimentally observed. Therefore, the paper reports a procedure for making phantoms with predictable nonlinear behavior, based on independent measurements of the constituent materials, and shows that the resulting strain images (e.g., strain contrast) agrees with that predicted with nonlinear FEA. PMID:22772074</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=schools+AND+inclusive&pg=3&id=EJ1057796','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=3&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=schools+AND+inclusive&pg=5&id=ED529271','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=5&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://eric.ed.gov/?q=traveling&pg=4&id=EJ910587','ERIC'); return false;" href="http://eric.ed.gov/?q=traveling&pg=4&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=Analysis+AND+synthesis&pg=3&id=EJ1102217','ERIC'); return false;" href="http://eric.ed.gov/?q=Analysis+AND+synthesis&pg=3&id=EJ1102217"><span id="translatedtitle"><span class="hlt">Inclusive</span> Science Education: Learning from Wizard</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>Koomen, Michele Hollingsworth</p> <p>2016-01-01</p> <p>This case study reports on a student with special education needs in an <span class="hlt">inclusive</span> seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teen+AND+gay&id=EJ951090','ERIC'); return false;" href="http://eric.ed.gov/?q=teen+AND+gay&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> </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=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=bathroom&pg=3&id=EJ841503','ERIC'); return false;" href="http://eric.ed.gov/?q=bathroom&pg=3&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=china+AND+study&pg=6&id=EJ1000626','ERIC'); return false;" href="http://eric.ed.gov/?q=china+AND+study&pg=6&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=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://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://eric.ed.gov/?q=Adams+AND+John&pg=7&id=ED433645','ERIC'); return false;" href="http://eric.ed.gov/?q=Adams+AND+John&pg=7&id=ED433645"><span id="translatedtitle"><span class="hlt">Inclusive</span> High Schools: Learning from Contemporary 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>Fisher, Douglas, Ed.; Sax, Caren, Ed.; Pumpian, Ian, Ed.</p> <p></p> <p>Addressing both processes and outcomes, this book provides a framework for developing <span class="hlt">inclusive</span> high schools, illustrated by detailed accounts of high schools that have struggled, strategized, and ultimately achieved success. Themes discussed include building crucial school-based relationships, developing support strategies, communicating…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED410346.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED410346.pdf"><span id="translatedtitle">Integration and Segregation: <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>Emanuelsson, Ingemar</p> <p></p> <p>In considering what to do with the normally existing diversity in a group of children coming to a school intended for all, the concepts of integration, segregation, <span class="hlt">inclusion</span>, and exclusion must be considered as characteristics of school aims, organization, and work. Questions related to these concepts are particularly pertinent in a discussion of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=plant+AND+soil&pg=4&id=EJ618770','ERIC'); return false;" href="http://eric.ed.gov/?q=plant+AND+soil&pg=4&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=disability%2c+AND+attitude&pg=7&id=EJ958604','ERIC'); return false;" href="http://eric.ed.gov/?q=disability%2c+AND+attitude&pg=7&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/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=Wisconsin+AND+Madison&pg=6&id=EJ857663','ERIC'); return false;" href="http://eric.ed.gov/?q=Wisconsin+AND+Madison&pg=6&id=EJ857663"><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>2009-01-01</p> <p><span class="hlt">Inclusion</span> in general education and attention to belonging are the first steps toward greater achievement for all students. This must be followed by improving the core teaching and curriculum to enhance learning of all students through differentiation, and teaching to multiple modalities and learning preferences. For these changes to occur,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=applications+AND+physical&pg=4&id=EJ668961','ERIC'); return false;" href="http://eric.ed.gov/?q=applications+AND+physical&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://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</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/5530008','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/5530008"><span id="translatedtitle">Production of epoxy <span class="hlt">compounds</span> from olefinic <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Gelbein, A.P.; Kwon, J.T.</p> <p>1985-01-29</p> <p>Chlorine and tertiary alkanol dissolved in an inert organic solvent are reacted with aqueous alkali to produce tertiary alkyl hypochlorite which is recovered in the organic solvent and reacted with water and olefinically unsaturated <span class="hlt">compound</span> to produce chlorohydrin and tertiary alkanol. Chlorohydrin and tertiary alkanol recovered in the organic solvent are contacted with aqueous alkali to produce the epoxy <span class="hlt">compound</span>, and tertiary alkanol recovered in the organic solvent is recycled to hypochlorite production. The process may be integrated with the electrolytic production of chlorine, with an appropriate treatment of the recycle aqueous stream when required.</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.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://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://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</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://hdl.handle.net/2060/19850011129','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19850011129"><span id="translatedtitle">Interaction between a crack and a soft <span class="hlt">inclusion</span></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>1985-01-01</p> <p>With the application to weld defects in mind, the interaction problem between a planar-crack and a flat <span class="hlt">inclusion</span> in an elastic solid is considered. The elastic <span class="hlt">inclusion</span> is assumed to be sufficiently thin so that the thickness distribution of the stresses in the <span class="hlt">inclusion</span> may be neglected. The problem is reduced to a system of four integral equations having Cauchy-type dominant kernels. The stress intensity factors are calculated and tabulated for various crack-<span class="hlt">inclusion</span> geometries and the <span class="hlt">inclusion</span> to matrix modulus ratios, and for general homogeneous loadiong conditions away from the crack-<span class="hlt">inclusion</span> region.</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://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://www.ncbi.nlm.nih.gov/pubmed/16025283','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/16025283"><span id="translatedtitle">Neuronal intranuclear <span class="hlt">inclusions</span> are ultrastructurally and immunologically distinct from cytoplasmic <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=pubmed">PubMed</a></p> <p>Mosaheb, Sabrina; Thorpe, Julian R; Hashemzadeh-Bonehi, Lida; Bigio, Eileen H; Gearing, Marla; Cairns, Nigel J</p> <p>2005-10-01</p> <p>Abnormal neuronal cytoplasmic <span class="hlt">inclusions</span> (NCIs) containing aggregates of alpha-internexin and the neurofilament (NF) subunits, NF-H, NF-M, and NF-L, are the signature lesions of neuronal intermediate filament (IF) <span class="hlt">inclusion</span> disease (NIFID). The disease has a clinically heterogeneous phenotype, including frontotemporal dementia, pyramidal and extrapyramidal signs presenting at a young age. NCIs are variably ubiquitinated and about half of cases also have neuronal intranuclear <span class="hlt">inclusions</span> (NIIs), which are also ubiquitinated. NIIs have been described in polyglutamine-repeat expansion diseases, where they are strongly ubiquitin immunoreactive. The fine structure of NIIs of NIFID has not previously been described. Therefore, to determine the ultrastructure of NIIs, immunoelectron microscopy was undertaken on NIFID cases and normal aged control brains. Our results indicate that the NIIs of NIFID are strongly ubiquitin immunoreactive. However, unlike NCIs which contain ubiquitin, alpha-internexin and NF epitopes, NIIs contain neither epitopes of alpha-internexin nor NF subunits. Neither NIIs nor NCIs were recognised by antibodies to expanded polyglutamine repeats. The NII of NIFID lacks a limiting membrane and contains straight filaments of 20 nm mean width (range 11-35 nm), while NCIs contain filaments with a mean width of 10 nm (range 5-18 nm; t-test, P<0.001). Biochemistry revealed no differences in neuronal IF protein mobilities between NIFID and normal brain tissue. Therefore, NIIs of NIFID contain filaments morphologically and immunologically distinct from those of NCIs, and both types of <span class="hlt">inclusion</span> lack expanded polyglutamine tracts of the triplet-repeat expansion diseases. These observations indicate that abnormal protein aggregation follows separate pathways in different neuronal compartments of NIFID. PMID:16025283</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012MMTB...43..233K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012MMTB...43..233K"><span id="translatedtitle">Addition of Titanium Oxide <span class="hlt">Inclusions</span> into Liquid Steel to Control Nonmetallic <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>Kiviö, Miia; Holappa, Lauri</p> <p>2012-04-01</p> <p>Titanium oxide <span class="hlt">inclusions</span> in steel are well known to inhibit grain growth and act as nucleation sites for acicular ferrite because of absorbing manganese from the surrounding steel resulting in a manganese depleted zone around the <span class="hlt">inclusion</span>. In this article, the <span class="hlt">inclusions</span> resulting from TiO2 additions to low-alloyed C-Mn-Cr steel were studied. Different types of TiO2 containing materials were added to liquid steel before or during casting to get small titanium-oxide-rich <span class="hlt">inclusions</span> in steel. The main goals were to find out what happens to TiO2 in liquid steel after addition and during cooling and to study further what type of <span class="hlt">inclusions</span> are formed in the steel as a result of the TiO2 addition. Based on the thermodynamic calculations and the results of scanning electron microscope (SEM)-energy dispersive spectroscope (EDS) and SEM-electron backscatter diffraction (EBSD) analysis, TiO2 is first reduced to Ti3O5 in liquid steel at high temperatures and then to Ti2O3 during cooling at around 1573 K (1300 °C). Both reactions liberate oxygen, which reacts with Ti, Mn, and Al forming complex Ti2O3-rich <span class="hlt">inclusions</span>. The results also show that TiO2 additions result in more TiOx + MnO <span class="hlt">inclusions</span> compared with experiments with Ti addition and that the absolute amount of manganese present in the <span class="hlt">inclusions</span> is much higher in experiments with TiO2 addition than in experiments with Ti additions.</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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFM.V23E..01K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFM.V23E..01K"><span id="translatedtitle">Origins of Majoritic <span class="hlt">Inclusions</span> in Diamond</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kiseeva, K.; Wood, B. J.; Ghosh, S. K.; Stachel, T.</p> <p>2015-12-01</p> <p>Mineral <span class="hlt">inclusions</span> in diamonds are the only available samples from the transition zone and the lower mantle. The dominant type of <span class="hlt">inclusions</span> for the range of transition zone (410-660 km) pressures is majoritic garnet, a high-pressure Si-rich tetragonal garnet which crystallises when pyroxene breaks down and dissolves in the garnet structure. Two majoritic garnet endmembers: Na2MgSi5O12 and Mg4Si4O12 can be distinguished for eclogitic and peridotitic parageneses, respectively. In our recent study [1] we used these idealised substitutions to show that the majority of majoritic garnets reported in the literature belong to neither eclogitic nor peridotitic lithologies and rather crystallised from a wide range of intermediate compositions, referred to as pyroxenites [1]. Here we elaborate on the origin and composition of the pyroxenite lithology. According to Si geobarometry most majoritic garnet <span class="hlt">inclusions</span> formed at mantle transition zone pressures, predominantly within the stability field of clinopyroxene + garnet. Using experimental partition coefficients for Na, Al, Mg and Fe between garnet and clinopyroxene, we have calculated the compositions of clinopyroxene in equilibrium with majoritic garnet, which allows us to estimate the locus of possible bulk rock compositions. These lie in the field of upper mantle pyroxenites as defined by Hirschmann and Stolper [2]. We also find that occasional clinopyroxene <span class="hlt">inclusions</span> in diamond actually coexisting with majoritic garnet <span class="hlt">inclusions</span> are all close in composition to those predicted by our study. Additionally, we show experimentally that the pyroxenite-diamond association is probably a consequence of the interaction between basaltic and peridotitic compositions in the presence of carbonate melt and that layering of pyroxenites is a natural consequence of this interaction. Reduction of carbonate to carbon at high pressures is responsible for the genetic connection between pyroxenite and diamond and the abundance of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016CSSE...11..293K&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016CSSE...11..293K&link_type=ABSTRACT"><span id="translatedtitle"><span class="hlt">Inclusive</span> science education: learning from Wizard</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koomen, Michele Hollingsworth</p> <p>2016-06-01</p> <p>This case study reports on a student with special education needs in an <span class="hlt">inclusive</span> seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the <span class="hlt">inclusion</span> is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.</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.ncbi.nlm.nih.gov/pubmed/27534305','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27534305"><span id="translatedtitle"><span class="hlt">Inclusive</span> Planning: Paramount in Today's Norway.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nohr, Trine; Langset, Eli Kristin</p> <p>2016-01-01</p> <p>Democratic rights are granted by its nations legislation and systems, but needs enforcement by its institutions to be effective. This also relates to Universal Design. The refugee crisis in Europe raises questions as to how planning in the societies can be designed and implemented to include the new groups of the population. The Norwegian Planning and Building Act (PBA) put weight on the individual's or a group's right to influence public assessment and decision making processes. In this article a case from the Veitvet-Sletteløkka area in the ward of Bjerke, Oslo, is presented to show how these principles can be put into practice. The case clearly demonstrates how the presence of representatives from the ward and planning authority built trust to the various parts of the local community by a consistent and <span class="hlt">inclusive</span> approach. Also, to further enhance <span class="hlt">inclusion</span> and effectiveness in planning, the case illustrates the need for adapting new technologies, communication modes and perspectives. PMID:27534305</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3662340','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3662340"><span id="translatedtitle">Input on NIH Toolbox <span class="hlt">inclusion</span> criteria</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Victorson, David; Debb, Scott M.; Gershon, Richard C.</p> <p>2013-01-01</p> <p>Objective: The NIH Toolbox is intended to be responsive to the needs of investigators evaluating neurologic and behavioral function in diverse settings. Early phases of the project involved gathering information and input from potential end users. Methods: Information was collected through literature and instrument database reviews, requests for information, consensus meetings, and expert interviews and integrated into the NIH Toolbox development process in an iterative manner. Results: Criteria for instrument <span class="hlt">inclusion</span>, subdomains to be assessed, and preferences regarding instrument cost and length were obtained. Existing measures suitable for <span class="hlt">inclusion</span> in the NIH Toolbox and areas requiring new measure development were identified. Conclusion: The NIH Toolbox was developed with explicit input from potential end users regarding many of its key features. PMID:23479548</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.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/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/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('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/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.ncbi.nlm.nih.gov/pubmed/11542002','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/11542002"><span id="translatedtitle">Fluid <span class="hlt">inclusions</span> in stony meteorites--a cautionary note.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rudnick, R L; Ashwal, L D; Henry, D J; Gibson, E K; Roedder, E; Belkin, H E; Colucci, M T</p> <p>1985-02-15</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 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; we suggest 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) lead us to conclude 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. PMID:11542002</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005LPI....36.1814K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005LPI....36.1814K"><span id="translatedtitle">Silicate <span class="hlt">Inclusions</span> in the Kodaikanal IIE Iron Meteorite</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kurat, G.; Varela, M. E.; Zinner, E.</p> <p>2005-03-01</p> <p>II-E iron meteorites are particularly interesting because they contain an exotic zoo of silicate <span class="hlt">inclusions</span> including some chemically strongly fractionated ones. Here we present preliminary findings in our study of Kodaikanal silicate <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=41589&keyword=sporulation&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=74033763&CFTOKEN=32310697','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=41589&keyword=sporulation&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=74033763&CFTOKEN=32310697"><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/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('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> </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('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('http://eric.ed.gov/?q=barries&pg=3&id=EJ965892','ERIC'); return false;" href="http://eric.ed.gov/?q=barries&pg=3&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://files.eric.ed.gov/fulltext/ED501775.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED501775.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span>: The Pros and Cons--A Critical 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>Savich, Carl</p> <p>2008-01-01</p> <p>The purpose of this paper was to review, analyze, and critique the pros and cons, the advantages and disadvantages, of <span class="hlt">inclusion</span>. The methodology consisted in analyzing and comparing research findings on the benefits and costs of <span class="hlt">inclusion</span>. Federal legislation and regulations on <span class="hlt">inclusion</span> were examined, analyzed, and discussed. The results showed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=America&pg=5&id=EJ944077','ERIC'); return false;" href="http://eric.ed.gov/?q=America&pg=5&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=reality+AND+concept&pg=4&id=EJ865070','ERIC'); return false;" href="http://eric.ed.gov/?q=reality+AND+concept&pg=4&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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=epistemological+AND+beliefs&pg=7&id=EJ787267','ERIC'); return false;" href="http://eric.ed.gov/?q=epistemological+AND+beliefs&pg=7&id=EJ787267"><span id="translatedtitle">Epistemological Beliefs and Attitudes toward <span class="hlt">Inclusion</span> in Preservice 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>Silverman, Jenzi C.</p> <p>2007-01-01</p> <p>Previous investigations suggest that in addition to positive attitudes toward <span class="hlt">inclusion</span>, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in <span class="hlt">inclusive</span> settings. This study examined the attitudes toward <span class="hlt">inclusion</span> and epistemological belief status of 71…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=students+AND+perceptions+AND+preparedness&pg=7&id=EJ911460','ERIC'); return false;" href="http://eric.ed.gov/?q=students+AND+perceptions+AND+preparedness&pg=7&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=Republic+AND+Czech&pg=6&id=EJ871291','ERIC'); return false;" href="http://eric.ed.gov/?q=Republic+AND+Czech&pg=6&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=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=full+AND+inclusion+AND+classrooms&id=EJ863242','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&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('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED517301','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&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://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://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=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+inclusion&pg=2&id=EJ506587','ERIC'); return false;" href="http://eric.ed.gov/?q=fluid+AND+inclusion&pg=2&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/EJ1045044.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1045044.pdf"><span id="translatedtitle">Preschool Teachers' Knowledge Levels about <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>Sucuoglu, Bülbin; Bakkaloglu, Hatice; Iscen Karasu, Fadime; Demir, Seyda; Akalin, Selma</p> <p>2014-01-01</p> <p>The purpose of this study is to develop the <span class="hlt">Inclusion</span> Knowledge Test (IKT) for assessing preschool teachers' knowledge of <span class="hlt">inclusive</span> practices and to examine its psychometric characteristics. To achieve this purpose, the researchers wrote short stories (vignettes) focusing on the various aspects of <span class="hlt">inclusive</span> practices, such as assessing the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&pg=4&id=EJ1032781','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&pg=4&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://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://files.eric.ed.gov/fulltext/ED439880.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED439880.pdf"><span id="translatedtitle">Building <span class="hlt">Inclusive</span> School and Pre-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>Kendrick, Martie; Labas, Linda</p> <p></p> <p>This paper provides an overview of the Maine Department of Education's "Foundations of <span class="hlt">Inclusive</span> Education," a guide for early childhood professionals, families, and educators on implementing <span class="hlt">inclusive</span> education for school and preschool children. A basic premise of the guide is that <span class="hlt">inclusive</span> education is not a separate initiative for children…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=schools+AND+inclusive&pg=5&id=EJ974141','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=5&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> </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://eric.ed.gov/?q=schools+AND+inclusive&pg=2&id=EJ959751','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=2&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://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://eric.ed.gov/?q=schools+AND+inclusive&pg=7&id=EJ912024','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&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=viet+AND+nam&id=EJ672989','ERIC'); return false;" href="http://eric.ed.gov/?q=viet+AND+nam&id=EJ672989"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Viet Nam: More than a Decade of Implementation.</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>Villa, Richard A.; Tac, Le Van; Muc, Pham Minh; Ryan, Susan; Thuy, Nguyen Thi Minh; Weill, Cindy; Thousand, Jacqueline S.</p> <p>2003-01-01</p> <p>This article traces the evolution of special education policies and services and the introduction of <span class="hlt">inclusive</span> education as a service delivery model in Viet Nam. The impact of a series of <span class="hlt">inclusion</span> projects and resultant goals of the Ministry of Education and Training to expand <span class="hlt">inclusive</span> education are described. (Contains 8 references.) (Author/CR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Garst&id=EJ1095064','ERIC'); return false;" href="http://eric.ed.gov/?q=Garst&id=EJ1095064"><span id="translatedtitle">Modelling <span class="hlt">Inclusive</span> Special Needs Education: Insights from Dutch 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>Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M.</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> special needs education is prominent on the international education agenda. Research on the characteristics of <span class="hlt">inclusive</span> education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to <span class="hlt">inclusive</span> special needs education. On the…</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=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-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://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=123&id=EJ1002317','ERIC'); return false;" href="http://eric.ed.gov/?q=123&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://eric.ed.gov/?q=disability&pg=5&id=EJ1095396','ERIC'); return false;" href="http://eric.ed.gov/?q=disability&pg=5&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://www.osti.gov/scitech/biblio/5152809','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/5152809"><span id="translatedtitle">Cumberland Falls chondritic <span class="hlt">inclusions</span>: III. Consortium study of relationship to <span class="hlt">inclusions</span> in Allan Hills 78113 aubrite</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Lipschutz, M.E.; Verkouteren, R.M. ); Sears, D.W.G.; Hasan, F.A. ); Prinz, M.; Weisberg, M.K.; Nehru, C.E.; Delaney, J.S. ); Grossman, L.; Boily, M. )</p> <p>1988-07-01</p> <p>The authors describe the mineralogy and report contents of Ag, Au, Bi, Cd, Co, Cs, Ga, In, Rb, Sb, Se, Te, Tl, U and Zn determined by RNAA in three primitive chondritic <span class="hlt">inclusions</span> from the ALH A78113 aubrite. Comparison of these data with those for large, petrologic type 3 chondritic clasts from the Cumberland Falls aubrite and the discovery of small clasts in it like those in ALH A78113 indicate that all constitute a single chondritic suite. They report thermoluminescence data for Cumberland Falls chondritic <span class="hlt">inclusions</span> and achondritic host. These results, together with mineralogic, major, minor and trace element information, demonstrate that aubrite <span class="hlt">inclusions</span> represent a different sort of type 3 chondrite, not an LL3 chondrite altered during equilibration with aubrite host. Instead, the aubrite <span class="hlt">inclusions</span> represent a distinct chondrite class. These <span class="hlt">inclusions</span> reflect nebular condensation/accretion over a broad redox range and at temperatures relatively high compared with those at which other type 3 chondrites formed. Limited metamorphism and reduction occurred during condensation/accretion, prior to incorporation into aubrite host. During the impact of the chondritic parent body with the aubrite parent body, chondrite fragments were strongly shocked and cooled rapidly. They then mixed with aubrite host, possibly in a regolith, so that these aubrites now represent impact breccias.</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> <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://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.722a2043K&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.722a2043K&link_type=ABSTRACT"><span id="translatedtitle">Junction problems for thin <span class="hlt">inclusions</span> in elastic bodies</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Khludnev, A. M.</p> <p>2016-06-01</p> <p>Equilibrium problems for a 2D elastic bodies with thin Euler-Bernoulli and Timoshenko elastic <span class="hlt">inclusions</span> are considered. It is assumed that <span class="hlt">inclusions</span> have a joint point, and a junction problem for these <span class="hlt">inclusions</span> is analyzed. Existence of solutions is proved, and different equivalent formulations of problems are discussed. In particular, junction conditions at the joint point are found. A delamination of the elastic <span class="hlt">inclusions</span> is also assumed. In this case, inequality type boundary conditions are imposed at the crack faces to prevent a mutual penetration between crack faces. A convergence to infinity of a rigidity parameter of the elastic <span class="hlt">inclusions</span> is investigated. Limit problems are analyzed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19890024783&hterms=hosts+relationships&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dhosts%2527%2Brelationships','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19890024783&hterms=hosts+relationships&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dhosts%2527%2Brelationships"><span id="translatedtitle">Cumberland Falls chondritic <span class="hlt">inclusions</span>. III - Consortium study of relationship to <span class="hlt">inclusions</span> in Allan Hills 78113 aubrite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Lipschutz, Michael E.; Verkouteren, R. Michael; Sears, Derek W. G.; Hasan, Fouad A.; Prinz, Martin</p> <p>1988-01-01</p> <p>The contents of Ag, Au, Bi, Cd, Co, Cs, Ga, In, Rb, Sb, Se, Te, Tl, U, and Zn in large chondritic clasts from the Cumbersand Falls aubrite were determined by radiochemical neutron activation analysis, and the results, together with the results of a mineralogical investigation, were compared with respective data obtained for three primitive <span class="hlt">inclusions</span> from the ALH A78113 aubrite. The results indicated that the clasts from both aubrite sources constitute a single chondritic suite. The analyses data, together with the results of thermoluminescence data for Cumberland Falls chondritic <span class="hlt">inclusions</span> and achondritic host, indicate that <span class="hlt">inclusions</span> in Cumberland Falls and in ALH A78113 aubrite represent a primitive chondrite sample suite whose properties were established during primary nebular accretion and condensation over a broad redox range.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EPJWC..8502020V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EPJWC..8502020V"><span id="translatedtitle">Recent HERMES results from <span class="hlt">inclusive</span> and semi-<span class="hlt">inclusive</span> hadron production</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Van Hulse, Charlotte</p> <p>2015-01-01</p> <p>Hermes collected a wealth of data using the 27.6 GeV polarized Hera lepton beam and various pure, polarized and unpolarized, gaseous targets. This unique data set opens the door to various measurements sensitive to the multi-dimensional structure of the nucleon. Among them are two-hadron production in semi-<span class="hlt">inclusive</span> deep-inelastic scattering on a transversely polarized target, providing access to different transverse-momentum-dependent distribution and fragmentation functions in a way complementary to single-hadron production. Also transverse-target single-spin asymmetries in <span class="hlt">inclusive</span> electroproduction of charged pions and kaons have been recently extracted, complementing data from proton-proton collisions, where large, so far unexplained, asymmetries have been observed. From <span class="hlt">inclusive</span> measurements on various nuclear targets, the Λ polarization is extracted, also here complementing measurements in proton-proton collisions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160001146','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160001146"><span id="translatedtitle">Stabilized Lanthanum Sulphur <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>Reynolds, George H. (Inventor); Elsner, Norbert B. (Inventor); Shearer, Clyde H. (Inventor)</p> <p>1985-01-01</p> <p>Lanthanum sulfide is maintained in the stable cubic phase form over a temperature range of from 500 C to 1500 C by adding to it small amounts of calcium, barium. or strontium. This novel <span class="hlt">compound</span> is an excellent thermoelectric material.</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/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> </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://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://adsabs.harvard.edu/abs/2001Litho..55..273F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001Litho..55..273F"><span id="translatedtitle">Silicate-melt <span class="hlt">inclusions</span> in magmatic rocks: applications to petrology</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Frezzotti, Maria-Luce</p> <p>2001-01-01</p> <p>Silicate-melt <span class="hlt">inclusions</span> in igneous rocks provide important information on the composition and evolution of magmatic systems. Such <span class="hlt">inclusions</span> represent accidentally trapped silicate melt (±immiscible H 2O and/or CO 2 fluids) that allow one to follow the evolution of magmas through snapshots, corresponding to specific evolution steps. This information is available on condition that they remained isolated from the enclosing magma after their entrapment. The following steps of investigation are discussed: (a) detailed petrographic studies to characterise silicate-melt <span class="hlt">inclusion</span> primary characters and posttrapping evolution, including melt crystallisation; (b) high temperature studies to rehomogenise the <span class="hlt">inclusion</span> content and select chemically representative <span class="hlt">inclusions</span>: chemical compositions should be compared to relevant phase diagrams. Silicate-melt <span class="hlt">inclusion</span> studies allow us to concentrate on specific topics; <span class="hlt">inclusion</span> studies in early crystallising phases allow the characterisation of primary magmas, while in more differentiated rocks, they unravel the subsequent chemical evolution. The distribution of volatile species (i.e., H 2O, CO 2, S, Cl) in <span class="hlt">inclusion</span> glass can provide information on the degassing processes and on recycling of subducted material. In intrusive rocks, silicate melt <span class="hlt">inclusions</span> may preserve direct evidence of magmatic stage evolution (e.g., immiscibility phenomena). Melt <span class="hlt">inclusions</span> in mantle xenoliths indicate that high-silica melts can coexist with mantle peridotites and give information on the presence of carbonate melt within the upper mantle. Thus, combining silicate-melt <span class="hlt">inclusion</span> data with conventional petrological and geochemical information and experimental petrology can increase our ability to model magmatic processes.</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.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.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/27175928','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27175928"><span id="translatedtitle"><span class="hlt">Compounding</span> a Problem?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Berlin, Joey</p> <p>2016-01-01</p> <p>Allergist-immunologists say a U.S. Pharmacopeia proposal will mess with an allergy treatment system that's worked for more than a century. The revised standards, if adopted, would remove a key exemption separating allergen extract preparations from the stricter requirements of other <span class="hlt">compounds</span>. Immunologists say the exemption has allowed them to <span class="hlt">compound</span> allergen extracts in their own offices, and they've done so safely and effectively millions of times a year. PMID:27175928</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://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://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/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/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/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://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://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.ncbi.nlm.nih.gov/pubmed/24674793','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24674793"><span id="translatedtitle">Understanding medication <span class="hlt">compounding</span> issues.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hicks, Rodney W</p> <p>2014-04-01</p> <p>The potential for contamination of <span class="hlt">compounded</span> products and the resulting infections are a serious threat to patient safety. Immediate use products are used frequently in the perioperative department, and perioperative nurses should be familiar with the guidelines and practices that aim to reduce the contamination that can occur during the sterile <span class="hlt">compounding</span> process. Four common themes lead to successful <span class="hlt">compounding</span>: quality (eg, product identification, purity, stability, compatibility, risk level assessment), the environment (eg, using a segregated <span class="hlt">compounding</span> area with specialized airflow capabilities, reducing particulate matter, practicing proper hand hygiene, performing gloved fingertip sampling, properly cleaning equipment and work areas), personnel activities (eg, familiarity with types of containers used and how often they can be accessed, following expiration dates and the number of times containers can be accessed), and the control process (eg, process monitoring, quality improvement). If a third-party vendor is contracted to handle <span class="hlt">compounding</span> for a facility, perioperative personnel should be aware of the responsibilities for the facility and the vendor to ensure a quality <span class="hlt">compounding</span> program. PMID:24674793</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/cgi-bin/nph-data_query?bibcode=2015Litho.234...15B&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2015Litho.234...15B&link_type=ABSTRACT"><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</p> </li> <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> </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://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://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=473788','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=473788"><span id="translatedtitle">Cytomegalic <span class="hlt">inclusion</span> disease in the adult</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Evans, D. J.; Williams, E. D.</p> <p>1968-01-01</p> <p>The distribution of infected cells in 13 necropsies on adults with cytomegalovirus disease is reported and discussed in relation to the local damage caused by the infection and predisposing factors. The distribution, with lung as the most common site, but other organs such as thyroid, liver, and colon not infrequently involved, agrees fairly well with other series. No heavy infection confined to one organ was found, and it is concluded that a truly localized infection in the adult probably does not occur. Evidence of destructive inflammatory changes attributable to the virus was scanty; a lymphocyte and plasma cell infiltrate was sometimes found, and microglial nodules were found in a case with <span class="hlt">inclusions</span> in the brain. In one case heavy cytomegalovirus infection in the colon was associated with, and probably caused, marked colonic ulceration which led to the death of the patient. The major predisposing factor to infection in this series was corticosteroid therapy: eight of the 13 patients had been treated with steroids and one had Cushing's syndrome associated with a bronchial carcinoma. Three of the other four patients had a very few <span class="hlt">inclusions</span> only. Adrenal involvement was not found in any of the steroid-treated patients but was present in two of the four patients not treated with steroids where adrenal sections were available. It is concluded that most adult patients with cytomegalovirus infection have impaired immune mechanisms, and that heavy infection may rarely lead to a clinically serious disease. Images PMID:4301686</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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ethical+AND+views+AND+education&pg=7&id=EJ1036149','ERIC'); return false;" href="http://eric.ed.gov/?q=ethical+AND+views+AND+education&pg=7&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=international+AND+perspectives+AND+autism&pg=2&id=EJ933359','ERIC'); return false;" href="http://eric.ed.gov/?q=international+AND+perspectives+AND+autism&pg=2&id=EJ933359"><span id="translatedtitle"><span class="hlt">Inclusive</span>/Exclusive? Contradictory Perspectives on Autism and <span class="hlt">Inclusion</span>: The Case for an Integrative Position</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>Ravet, Jackie</p> <p>2011-01-01</p> <p>This paper explores some of the tensions that frequently arise in debates about <span class="hlt">inclusion</span> and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=currency+AND+education&id=EJ907715','ERIC'); return false;" href="http://eric.ed.gov/?q=currency+AND+education&id=EJ907715"><span id="translatedtitle">Preparing Teachers for <span class="hlt">Inclusive</span> Education: Using <span class="hlt">Inclusive</span> Pedagogy to Enhance Teaching and Learning for All</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>Florian, Lani; Linklater, Holly</p> <p>2010-01-01</p> <p>As the concept of "<span class="hlt">inclusive</span> education" has gained currency, students who would previously have been referred to specialist forms of provision, having been judged "less able", are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=I+AND+Communication+AND+music&pg=4&id=EJ687527','ERIC'); return false;" href="http://eric.ed.gov/?q=I+AND+Communication+AND+music&pg=4&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=convenience+AND+sampling&pg=7&id=ED559439','ERIC'); return false;" href="http://eric.ed.gov/?q=convenience+AND+sampling&pg=7&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://eric.ed.gov/?q=barrier+AND+options&pg=5&id=EJ1048293','ERIC'); return false;" href="http://eric.ed.gov/?q=barrier+AND+options&pg=5&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=Attitude+AND+teachers+AND+reflective+AND+practice+AND+Attitude+AND+teachers+AND+towards+AND+reflective+AND+practice&pg=4&id=EJ1089951','ERIC'); return false;" href="http://eric.ed.gov/?q=Attitude+AND+teachers+AND+reflective+AND+practice+AND+Attitude+AND+teachers+AND+towards+AND+reflective+AND+practice&pg=4&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=supportive+AND+leadership+AND+behaviors&pg=3&id=ED550920','ERIC'); return false;" href="http://eric.ed.gov/?q=supportive+AND+leadership+AND+behaviors&pg=3&id=ED550920"><span id="translatedtitle">Leadership to Promote <span class="hlt">Inclusion</span>: Perceptions of Elementary Principals on <span class="hlt">Inclusion</span>, Co-Teaching, and Differentiated Instruction</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>Murray, Michelle L.</p> <p>2012-01-01</p> <p>The Individuals with Disabilities Act mandates that all students with or without disabilities should be included in the regular education classroom to the greatest extent appropriate. Research shows the importance of the principal's ability to shape programs, policies and school cultures that are supportive of <span class="hlt">inclusion</span>. Deploying a modified…</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://files.eric.ed.gov/fulltext/ED501700.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED501700.pdf"><span id="translatedtitle">Psychology's Role in <span class="hlt">Inclusive</span> Education: Observations from New Brunswicks's Recent Review 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>Williams, Robert B.; French, Laurence A.</p> <p>2007-01-01</p> <p>Psychologists are amongst the professionals who assess children to identify and prescribe for those with learning differences. They currently carry out these assessments in the context of the practice of <span class="hlt">inclusive</span> education that involves providing for all children's educational needs in regular classroom settings. Recently, some psychologists have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ967740.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ967740.pdf"><span id="translatedtitle">Signs of an <span class="hlt">Inclusive</span> School: A Parent's Perspective on the Meaning and Value of Authentic <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>Swedeen, Beth L.</p> <p>2009-01-01</p> <p>Although increasing numbers of schools say they are adopting <span class="hlt">inclusive</span> models of service delivery, many students with significant disabilities continue to experience segregation and isolation in school settings. This article, written from a parent's perspective, highlights a series of questions that school leadership, educators, and families can…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+impact+AND+theory&pg=3&id=EJ957383','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+impact+AND+theory&pg=3&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=work+AND+social+AND+disability&pg=4&id=ED566140','ERIC'); return false;" href="http://eric.ed.gov/?q=work+AND+social+AND+disability&pg=4&id=ED566140"><span id="translatedtitle">Taking Action toward <span class="hlt">Inclusion</span>: Organizational Change and the <span class="hlt">Inclusion</span> of People with Disabilities in Museum 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>Reich, Christine A.</p> <p>2014-01-01</p> <p>This study examined organizational change in science museums toward practices that are <span class="hlt">inclusive</span> of people with disabilities. Guided by two overarching frameworks, organizational learning and the social model of disability, this study sought to answer the following: What are the contexts and processes that facilitate, sustain, or impede a science…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=transgender&pg=3&id=EJ856859','ERIC'); return false;" href="http://eric.ed.gov/?q=transgender&pg=3&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://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://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> </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://www.ncbi.nlm.nih.gov/pubmed/19502566','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19502566"><span id="translatedtitle"><span class="hlt">Compound</span> management beyond efficiency.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Burr, Ian; Winchester, Toby; Keighley, Wilma; Sewing, Andreas</p> <p>2009-06-01</p> <p>Codeveloping alongside chemistry and in vitro screening, <span class="hlt">compound</span> management was one of the first areas in research recognizing the need for efficient processes and workflows. Material management groups have centralized, automated, miniaturized and, importantly, found out what not to do with <span class="hlt">compounds</span>. While driving down cost and improving quality in storage and processing, researchers still face the challenge of interfacing optimally with changing business processes, in screening groups, and with external vendors and focusing on biologicals in many companies. Here we review our strategy to provide a seamless link between <span class="hlt">compound</span> acquisition and screening operations and the impact of material management on quality of the downstream processes. Although this is driven in part by new technologies and improved quality control within material management, redefining team structures and roles also drives job satisfaction and motivation in our teams with a subsequent positive impact on cycle times and customer feedback. PMID:19502566</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://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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1981JDE....42....1H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1981JDE....42....1H"><span id="translatedtitle">Monotone viable trajectories for functional differential <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>Haddad, Georges</p> <p></p> <p>This paper is a study on functional differential <span class="hlt">inclusions</span> with memory which represent the multivalued version of retarded functional differential equations. The main result gives a necessary and sufficient equations. The main result gives a necessary and sufficient condition ensuring the existence of viable trajectories; that means trajectories remaining in a given nonempty closed convex set defined by given constraints the system must satisfy to be viable. Some motivations for this paper can be found in control theory where F( t, φ) = { f( t, φ, u)} uɛU is the set of possible velocities of the system at time t, depending on the past history represented by the function φ and on a control u ranging over a set U of controls. Other motivations can be found in planning procedures in microeconomics and in biological evolutions where problems with memory do effectively appear in a multivalued version. All these models require viability constraints represented by a closed convex set.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/18356491','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/18356491"><span id="translatedtitle">Ancient asteroids enriched in refractory <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>Sunshine, J M; Connolly, H C; McCoy, T J; Bus, S J; La Croix, L M</p> <p>2008-04-25</p> <p>Calcium- and aluminum-rich <span class="hlt">inclusions</span> (CAIs) occur in all classes of chondritic meteorites and contain refractory minerals predicted to be the first condensates from the solar nebula. Near-infrared spectra of CAIs have strong 2-micrometer absorptions, attributed to iron oxide-bearing aluminous spinel. Similar absorptions are present in the telescopic spectra of several asteroids; modeling indicates that these contain approximately 30 +/- 10% CAIs (two to three times that of any meteorite). Survival of these undifferentiated, large (50- to 100-kilometer diameter) CAI-rich bodies suggests that they may have formed before the injection of radiogenic 26Al into the solar system. They have also experienced only modest post-accretionary alteration. Thus, these asteroids have higher concentrations of CAI material, appear less altered, and are more ancient than any known sample in our meteorite collection, making them prime candidates for sample return. PMID:18356491</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/21036025','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/21036025"><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>2007-10-26</p> <p><span class="hlt">Inclusive</span> electron scattering from nuclei at large x and Q{sup 2} 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 infiuence of final state interactions and the approach to y-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/cgi-bin/nph-data_query?bibcode=2016PhRvL.116y1803I&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016PhRvL.116y1803I&link_type=ABSTRACT"><span id="translatedtitle">Proposed <span class="hlt">Inclusive</span> Dark Photon Search at LHCb</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ilten, Philip; Soreq, Yotam; Thaler, Jesse; Williams, Mike; Xue, Wei</p> <p>2016-06-01</p> <p>We propose an <span class="hlt">inclusive</span> search for dark photons A' at the LHCb experiment based on both prompt and displaced dimuon resonances. Because the couplings of the dark photon are inherited from the photon via kinetic mixing, the dark photon A'→μ+μ- rate can be directly inferred from the off-shell photon γ*→μ+μ- rate, making this a fully data-driven search. For run 3 of the LHC, we estimate that LHCb will have sensitivity to large regions of the unexplored dark-photon parameter space, especially in the 210-520 MeV and 10-40 GeV mass ranges. This search leverages the excellent invariant-mass and vertex resolution of LHCb, along with its unique particle-identification and real-time data-analysis capabilities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.705a2044E&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.705a2044E&link_type=ABSTRACT"><span id="translatedtitle"><span class="hlt">Inclusive</span> Educative Technologies, for people with disabilities</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Echenique, AM; Graffigna, JP; Pérez, E.; López, N.; Piccinini, D.; Fernández, H.; Garcés, A.</p> <p>2016-04-01</p> <p>The conventional educational environment imposes barriers to education for people with disabilities, limiting their rights, which is a non-discriminative education. In turn, hampers their access to other rights and creates huge obstacles to realize their potential and participate effectively in their communities. In this sense Assistive Technology provides alternative solutions, in order to compensate for a lost or diminished ability. Thus the necessary assistance is provided to perform tasks, including those related to education, improving the <span class="hlt">inclusion</span>. In this paper some researches had been made in the Gabinete de TecnologiaMedica, in the Facultad de Ingenieria of the Universidad Nacional de San Juan in order to solve this problem. The researchers are classified by type of disability; sensory (visual and auditory) or motor. They have been designed, developed and experienced through various prototypes that have given satisfactory results. It had been published in national and international congresses of high relevance.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70029754','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70029754"><span id="translatedtitle">Iron- and 4-hydroxy-2-alkylquinoline-containing periplasmic <span class="hlt">inclusion</span> bodies of Pseudomonas aeruginosa: A chemical analysis</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Royt, P.W.; Honeychuck, R.V.; Pant, R.R.; Rogers, M.L.; Asher, L.V.; Lloyd, J.R.; Carlos, W.E.; Belkin, H.E.; Patwardhan, S.</p> <p>2007-01-01</p> <p>Dark aggregated particles were seen on pellets of iron-rich, mid-logarithmic phase Pseudomonas aeruginosa. Transmission electron microscopy of these cells showed <span class="hlt">inclusion</span> bodies in periplasmic vacuoles. Aggregated particles isolated from the spent medium of these cells contained iron as indicated by atomic absorption spectroscopy and by electron paramagnetic resonance spectroscopy that revealed Fe3+. Scanning electron microscopy/energy dispersive X-ray analysis of whole cells revealed the presence of iron-containing particles beneath the surface of the cell, indicating that the isolated aggregates were the intracellular <span class="hlt">inclusion</span> bodies. Collectively, mass spectroscopy and nuclear magnetic resonance spectroscopy of the isolated <span class="hlt">inclusion</span> bodies revealed the presence of 3,4-dihydroxy-2-heptylquinoline which is the Pseudomonas quinolone signaling <span class="hlt">compound</span> (PQS) and an iron chelator; 4-hydroxy-2-heptylquinoline (pseudan VII), which is an iron chelator, antibacterial <span class="hlt">compound</span> and precursor of PQS; 4-hydroxy-2-nonylquinoline (pseudan IX) which is an iron chelator and antibacterial <span class="hlt">compound</span>; 4-hydroxy-2-methylquinoline (pseudan I), and 4-hydroxy-2-nonylquinoline N-oxide. ?? 2006 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2014APS..MARY20007B&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2014APS..MARY20007B&link_type=ABSTRACT"><span id="translatedtitle">Counit <span class="hlt">Inclusion</span> in Hydrogenated Polynorbornene Copolymer Crystals</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Burns, Adam; Showak, Michael; Stella, Andrew; Register, Richard</p> <p>2014-03-01</p> <p>Crystallization in poly(A-co-B) random copolymers, where homopolymer A is crystalline but B is not, is dictated by the degree to which crystals of A can include B units. Typically, B units are strongly excluded from the A crystals, drastically reducing the degree of crystallinity wc and crystal thickness tc even at modest comonomer contents. However, in some cases, B units can be incorporated into the crystals as defects, significantly diminishing the counits' impact on wc and tc. The extent and consequences of counit <span class="hlt">inclusion</span> have been investigated in hydrogenated polynorbornene (hPN) with alkylnorbornene counits, synthesized by living ring-opening metathesis polymerization followed by hydrogenation. In the case of 5-hexylnorbornene (HxN) counits, a steep decline in wc and tc with counit content is found, indicative of strong exclusion. In contrast, when the counits are 5-methylnorbornene (MeN), extensive <span class="hlt">inclusion</span> of MeN units into the crystals is observed. hP(N-co-MeN) copolymers maintain appreciable crystallinity above 30 mol% MeN, and the dependence of the melting point Tm on tc tracks that of the hPN homopolymer. Four times as much MeN as HxN (molar basis) is required to produce a comparable drop in wc. Therefore, copolymerization with MeN can be used to tune Tm without drastically reducing wc. Additionally, hPN exhibits a polymorphic transition to a rotationally disordered (RD) crystal at temperature Tcc<Tm. Incorporation of comonomers increases the disparity between Tm and Tcc, indicating that thin crystals stabilize the RD phase.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/993814','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/993814"><span id="translatedtitle">Enhanced <span class="hlt">Inclusion</span> Removal from Steel in the Tundish</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>R. C. Bradt; M.A.R. Sharif</p> <p>2009-09-25</p> <p>The objective of this project was to develop an effective chemical filtering system for significantly reducing the content of <span class="hlt">inclusion</span> particles in the steel melts exiting the tundish for continuous casting. This project combined a multi-process approach that aimed to make significant progress towards an "<span class="hlt">inclusion</span> free" steel by incorporating several interdependent concepts to reduce the content of <span class="hlt">inclusions</span> in the molten steel exiting the tundish for the caster. The goal is to produce "cleaner" steel.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1984LPSC...15..299M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1984LPSC...15..299M"><span id="translatedtitle">Petrographic studies of refractory <span class="hlt">inclusions</span> from the Murchison meteorite</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>MacPherson, G. J.; Grossman, L.; Hashimoto, A.; Bar-Matthews, M.; Tanaka, T.</p> <p>1984-11-01</p> <p>Textural and mineral-chemical data on freeze-thaw disaggregated refractory <span class="hlt">inclusions</span> from the Murchison meteorite are reported. The data were obtained with neutron activation analysis, SEM, and spectroscopy, the study revealed corundum-bearing <span class="hlt">inclusions</span>, spinel-hibonite aggregates and spherules, and spinel-pyroxene and elivine-pyroxene <span class="hlt">inclusions</span>. One of the three spinel-, pyroxene-, forsterite-rich <span class="hlt">inclusions</span> had an amoeba-shaped spinel-pyroxene core, implying vapor-to-solid condensation and therefore crystallization from a melt. It is concluded that the meteorite formation encompassed diverse nebular materials, and that further studies of the meteorite will enhance the data base on the planetary nebular processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/5703095','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/5703095"><span id="translatedtitle">Petrographic studies of refractory <span class="hlt">inclusions</span> from the Murchison meteorite</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Macpherson, G.J.; Grossman, L.; Hashimoto, A.; Bar-Matthews, M.</p> <p>1984-11-15</p> <p>Textural and mineral-chemical data on freeze-thaw disaggregated refractory <span class="hlt">inclusions</span> from the Murchison meteorite are reported. The data were obtained with neutron activation analysis, SEM, and spectroscopy, the study revealed corundum-bearing <span class="hlt">inclusions</span>, spinel-hibonite aggregates and spherules, and spinel-pyroxene and elivine-pyroxene <span class="hlt">inclusions</span>. One of the three spinel-, pyroxene-, forsterite-rich <span class="hlt">inclusions</span> had an amoeba-shaped spinel-pyroxene core, implying vapor-to-solid condensation and therefore crystallization from a melt. It is concluded that the meteorite formation encompassed diverse nebular materials, and that further studies of the meteorite will enhance the data base on the planetary nebular processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19850035523&hterms=amoeba&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Damoeba','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19850035523&hterms=amoeba&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Damoeba"><span id="translatedtitle">Petrographic studies of refractory <span class="hlt">inclusions</span> from 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.; Grossman, L.; Hashimoto, A.; Bar-Matthews, M.; Tanaka, T.</p> <p>1984-01-01</p> <p>Textural and mineral-chemical data on freeze-thaw disaggregated refractory <span class="hlt">inclusions</span> from the Murchison meteorite are reported. The data were obtained with neutron activation analysis, SEM, and spectroscopy, the study revealed corundum-bearing <span class="hlt">inclusions</span>, spinel-hibonite aggregates and spherules, and spinel-pyroxene and elivine-pyroxene <span class="hlt">inclusions</span>. One of the three spinel-, pyroxene-, forsterite-rich <span class="hlt">inclusions</span> had an amoeba-shaped spinel-pyroxene core, implying vapor-to-solid condensation and therefore crystallization from a melt. It is concluded that the meteorite formation encompassed diverse nebular materials, and that further studies of the meteorite will enhance the data base on the planetary nebular processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19850018242','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19850018242"><span id="translatedtitle">Refractory <span class="hlt">inclusions</span> in the Ornans C30 chondrite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Davis, A. M.</p> <p>1985-01-01</p> <p>Several types of metedorites contain unusual objects 10 micrometers to 2 centimeters across that are enriched in refractory elements such as calcium, aluminum and titanium. These objects, commonly known as refractory <span class="hlt">inclusions</span>, are most abundant in the meteorites known as carbonaceous chondrites. The refractory <span class="hlt">inclusions</span> that have been found in the Ornans metedorite, a member of a little-studied group of carbonaceous chondrites are described. Some refractory <span class="hlt">inclusions</span> in Ornans resemble those found in other meteorites, while others are unlike any seen before. The unusual <span class="hlt">inclusions</span> in Ornans contain minerals with extraordinary enrichments in highly refractory elements.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/14684818','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/14684818"><span id="translatedtitle">Melt <span class="hlt">inclusions</span> in veins: linking magmas and porphyry Cu deposits.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harris, Anthony C; Kamenetsky, Vadim S; White, Noel C; van Achterbergh, Esmé; Ryan, Chris G</p> <p>2003-12-19</p> <p>At a porphyry copper-gold deposit in Bajo de la Alumbrera, Argentina, silicate-melt <span class="hlt">inclusions</span> coexist with hypersaline liquid- and vapor-rich <span class="hlt">inclusions</span> in the earliest magmatic-hydrothermal quartz veins. Copper concentrations of the hypersaline liquid and vapor <span class="hlt">inclusions</span> reached maxima of 10.0 weight % (wt %) and 4.5 wt %, respectively. These unusually copper-rich <span class="hlt">inclusions</span> are considered to be the most primitive ore fluid found thus far. Their preservation with coexisting melt allows for the direct quantification of important oreforming processes, including determination of bulk partition coefficients of metals from magma into ore-forming magmatic volatile phases. PMID:14684818</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=urinary+AND+test&id=EJ686303','ERIC'); return false;" href="http://eric.ed.gov/?q=urinary+AND+test&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://www.osti.gov/scitech/biblio/5778079','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/5778079"><span id="translatedtitle">Aminopropyl thiophene <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Goodman, M.M.; Knapp, F.F.</p> <p>1990-04-03</p> <p>This patent describes 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('http://eric.ed.gov/?q=ions&pg=4&id=EJ780568','ERIC'); return false;" href="http://eric.ed.gov/?q=ions&pg=4&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> </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. Their policies may differ from this site.</small> </div> </center> <div id="footer-wrapper"> <div class="footer-content"> <div id="footerOSTI" class=""> <div class="row"> <div class="col-md-4 text-center col-md-push-4 footer-content-center"><small><a href="http://www.science.gov/disclaimer.html">Privacy and Security</a></small> <div class="visible-sm visible-xs push_footer"></div> </div> <div class="col-md-4 text-center col-md-pull-4 footer-content-left"> <img src="http://www.osti.gov/images/DOE_SC31.png" alt="U.S. Department of Energy" usemap="#doe" height="31" width="177"><map style="display:none;" name="doe" id="doe"><area shape="rect" coords="1,3,107,30" href="http://www.energy.gov" alt="U.S. Deparment of Energy"><area shape="rect" coords="114,3,165,30" href="http://www.science.energy.gov" alt="Office of Science"></map> <a ref="http://www.osti.gov" style="margin-left: 15px;"><img src="http://www.osti.gov/images/footerimages/ostigov53.png" alt="Office of Scientific and Technical Information" height="31" width="53"></a> <div class="visible-sm visible-xs push_footer"></div> </div> <div class="col-md-4 text-center footer-content-right"> <a href="http://www.osti.gov/nle"><img src="http://www.osti.gov/images/footerimages/NLElogo31.png" alt="National Library of Energy" height="31" width="79"></a> <a href="http://www.science.gov"><img src="http://www.osti.gov/images/footerimages/scigov77.png" alt="science.gov" height="31" width="98"></a> <a href="http://worldwidescience.org"><img src="http://www.osti.gov/images/footerimages/wws82.png" alt="WorldWideScience.org" height="31" width="90"></a> </div> </div> </div> </div> </div> <p><br></p> </div><!-- container --> </body> </html>