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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.

  2. 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.

  3. [Solubilization on cryptotanshinone by hydroxypropyl-beta-cyclodextrin and preparation of their inclusion compound].

    PubMed

    Luo, Xin; Xu, Yue-hong; Chen, Bao; Gu, Lian-quan; Huang, Min; Liu, Pei-qing

    2005-09-01

    To prepare cryptotanshinone (CT)-cyclodextrin inclusion compound and improve dissolution of CT. Inclusion ratio was determined by plotting the phase solubility curve of CT versus hydroxypropyl-beta-cyclodextrin (HPCD). CT-cyclodextrin inclusion compound was made by wet grinding method. Properties of the inclusion compound was investigated by in vitro dissolution test, DTA and IR spectrum. Inclusion ratio of CT versus HPCD was 1:1. Dissolution of CT-HPCD inclusion compound at 45 min was 21.6 times of material drug. Dissolution of CT was improved remarkably in CT-HPCD inclusion compound. The complexation force of the inclusion compound was hydrogen bond formed by carbonyl group of CT and hydroxyl group of HPCD.

  4. [Preparation, identification and thermodynamic stability of capsaicin-hydroxypropyl-beta-cyclodextrin inclusion compound].

    PubMed

    Chen, Xiaoyu; Zhang, Zhirong; Ren, Ke; Gong, Tao

    2009-02-01

    To prepare and identify the capsaicin-hydroxypropyl-beta-cyclodextrin (capsaicin-HP-beta-CD) inclusion compound the mol ratio between capsaicin and HP-beta-CD and the thermodynamic constants in inclusion were studied simultaneously. The capsaicin-HP-beta-CD inclusion compound was prepared with the method of saturation aqueous solution. Meanwhile, the inclusion compound was identified by differential scanning calorimetry methods (DSC), infrared spectrometry (IR), and X-ray diffraction (XRD), respectively. The mol ratio between host and guest molecular and the thermodynamic constants during the inclusion process were also researched by phase solubility method. An 1 : 1 molar ratio inclusion compound of capsaicin with HP-beta-CD could form at 25, 35 and 45 degrees C. The phase diagram was A(L) type. The solubility of capsaicin-HP-beta-CD inclusion compound can be increased obviously.

  5. Preparation and structural characterization of corn starch-aroma compound inclusion complexes.

    PubMed

    Zhang, Shu; Zhou, Yibin; Jin, Shanshan; Meng, Xin; Yang, Liping; Wang, Haisong

    2017-01-01

    Six corn starch inclusion complexes were synthesized using small nonpolar or weak polar aroma compounds (heptanolide, carvone and menthone) and small polar aroma compounds (linalool, heptanol and menthol). The objectives of this study were to (a) investigate the ability of corn starch to form inclusion complexes with these aroma compounds and (b) characterize the structure of the corn starch inclusion complexes. The resulting inclusion ratios were 75.6, 36.9, 43.8, 91.9, 67.2 and 54.7% for heptanolide, carvone, menthone, linalool, heptanol and menthol respectively. The inclusion complexes had laminated structures with a certain amount of holes or blocky constructions. Compared with gelatinized corn starch, the transition temperatures, peak temperatures and enthalpies of the inclusion complexes were significantly different. The major peak of CO at 1771 cm(-1) and significant peak shifts revealed the formation of inclusion complexes. X-ray diffractometry (XRD) analyses revealed that the crystallinity of corn starch-polar aroma compound inclusion complexes increased. Based on cross-polarization magic angle spinning (13) C nuclear magnetic resonance (CP-MAS (13) C NMR) results, novel peaks and chemical shifts were attributed to the presence of small aroma compounds, thereby confirming the formation of corn starch inclusion complexes. Small nonpolar and polar aroma compounds can be complexed to corn starch. © 2016 Society of Chemical Industry. © 2016 Society of Chemical Industry.

  6. [Inclusion.

    ERIC Educational Resources Information Center

    Luzader, Carolyn, Ed.

    1995-01-01

    This special newsletter issue on inclusion of students with disabilities includes the following articles: "Inclusion: A Responsible Approach" (Harley A. Tomey, III); "Research Base Limited on Effects of Inclusion" (Thomas P. Lombardi); "Research Supports Inclusion for Physically Disabled--Vocational Ed Prevents Dropping…

  7. 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.

  8. [Formulation optimization and drug release in vitro of membrane controlled tablets of puerarin inclusion compound].

    PubMed

    Zhang, E; Tan, Rui; Gu, Jian; He, Li-Li; Yao, Feng

    2013-01-01

    To prepare membrane controlled tablets of puerarin sinclusion compound and to investigate the drug release in vitro. The single factors affecting drug release in vitro were investigated. Then, uniform design was used to optimize the formulation of controlled osmotic-pump tablets. Drug release profiles in vitro were affected obviously by membrane thickness, penetrating agents and porogen. Membrane controlled tablets of puerarin inclusion compound were prepared according to the optimal formulation with zero-order kinetics.

  9. 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…

  10. Inclusion.

    ERIC Educational Resources Information Center

    Nathanson, Jeanne H., Ed.

    1992-01-01

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

  11. 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

  12. [Study on the extraction of volatile oil in dry ginger and the preparation of its beta-cyclodextrin inclusion compound].

    PubMed

    Di, L; Zhang, Y; Pan, H

    2000-02-01

    By using orthogonal tests, the optimized extraction of volatile oil was practiced by distillation. The inclusion compound of the oil-beta-cyclodextrin inclusion compound was prepared by the liquid-phase method in aqueous solution. And it was confirmed by thin layer chromatogram and differential thermal analysis.

  13. [Extraction of oleanolic acid from leaves of Chaenomeles speciosa and processing techniques of its HP-beta-cyclodextrin inclusion compound].

    PubMed

    Chen, Qiu-shi; Wu, Jie; Li, Wei; Cheng, Bei

    2010-05-01

    To select the best extraction of oleanolic acid from leaves of Chaenomeles speciosa and processing techniques of its HP-beta-cyclodextrin (HP-beta-CD) inclusion compound. The study was carried out with orthogonal experiment. Ultrasonic treatment time, extraction time, temperature of extraction and ratio of material to liquor were used as indices. The optimum inclusion technique was chosen by determining the oleanolic acid-bearing rate. The processing techniques of the HP-beta-CD inclusion compound was optimized by taking the ratio of HP-beta-CD to oleanolic acid, the time and temperature of the inclusion process as factors and with the yield of the inclusion compound and the inclusion rate of the volatile oil as the indices. The optimal process for oleanolic acid extraction were as following: ultrasonic treatment time as 40 min, extraction time as 70 min, temperature of extraction as 60 degrees C, ratio of material to liquor as 1:10. The optimal processing conditions for HP-beta-CD inclusion compound of oleanolic acid were as following: the ratio of HP-beta-CD to oleanolic acid was 1:2, the inclusion time of the compound was 3.0 hours at 60 degrees C. High extraction yield of oleanolic acid and stable inclusion compound can be obtained using the above method.

  14. Organic compounds in fluid inclusions of Archean quartz-Analogues of prebiotic chemistry on early Earth.

    PubMed

    Schreiber, Ulrich; Mayer, Christian; Schmitz, Oliver J; Rosendahl, Pia; Bronja, Amela; Greule, Markus; Keppler, Frank; Mulder, Ines; Sattler, Tobias; Schöler, Heinz F

    2017-01-01

    The origin of life is still an unsolved mystery in science. Hypothetically, prebiotic chemistry and the formation of protocells may have evolved in the hydrothermal environment of tectonic fault zones in the upper continental crust, an environment where sensitive molecules are protected against degradation induced e.g. by UV radiation. The composition of fluid inclusions in minerals such as quartz crystals which have grown in this environment during the Archean period might provide important information about the first organic molecules formed by hydrothermal synthesis. Here we present evidence for organic compounds which were preserved in fluid inclusions of Archean quartz minerals from Western Australia. We found a variety of organic compounds such as alkanes, halocarbons, alcohols and aldehydes which unambiguously show that simple and even more complex prebiotic organic molecules have been formed by hydrothermal processes. Stable-isotope analysis confirms that the methane found in the inclusions has most likely been formed from abiotic sources by hydrothermal chemistry. Obviously, the liquid phase in the continental Archean crust provided an interesting choice of functional organic molecules. We conclude that organic substances such as these could have made an important contribution to prebiotic chemistry which might eventually have led to the formation of living cells.

  15. 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

    2016-06-08

    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.

  16. Inclusion compounds of dibenzylthiourea with hydroxypropylated-cyclodextrins for corrosion protection of carbon steel in acidic medium

    NASA Astrophysics Data System (ADS)

    de Souza, Thais M.; Cordeiro, Renata F. B.; Viana, Gil M.; Aguiar, Lucia C. S.; de Senna, Lilian F.; Malta, Luiz Fernando B.; D'Elia, Eliane

    2016-12-01

    In this work the complexation of the guest molecule (dibenzylthiourea-DBT) with α and β forms of hydroxypropylated cyclodextrins was evaluated in solution and in the solid state by different techniques. It was shown that the inclusion complexes were obtained and the aromatic moieties of DBT are points of interaction in the structure of the guest. The inhibitory action of these inclusion compounds in carbon steel corrosion in acidic medium was evaluated by polarization curves, electrochemical impedance diagrams and weight loss measurements. There is an enhancement of the inhibitory action against the carbon steel corrosion in HCl solution when the DBT was encapsulated in inclusion compounds whereas the alone hydroxypropylated cyclodextrins did not present an inhibitory effect. It was concluded that these inclusion compounds could be a good alternative to introduce molecules with low solubility in aqueous media and still increase their inhibitory action.

  17. 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('https://www.ncbi.nlm.nih.gov/pubmed/26775987','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26775987"><span><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="https://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. Copyright © 2015 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AcSpA..70..154D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AcSpA..70..154D"><span>Synthesis and spectral investigation of Al(III) catechin/β-cyclodextrin and Al(III) quercetin/β-cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dias, Karina; Nikolaou, Sofia; De Giovani, Wagner F.</p> <p>2008-06-01</p> <p>Al-catechin/β-cyclodextrin and Al-quercetin/β-cyclodextrin (β-CD) <span class="hlt">inclusion</span> <span class="hlt">compounds</span> were synthesized and characterized by IR, UV-vis, 1H and 13C NMR and TG and DTA analyses. Because quercetin is sparingly soluble in water, the stability constants of the Al-quercetin/β-CD and Al-catechin/β-CD <span class="hlt">compounds</span> were determined by phase solubility studies. The A L-type diagrams indicated the formation of 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> and allowed calculation of the stability constants. The thermodynamic parameters were obtained from the dependence of the stability constants on temperature and results indicated that the formation of the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> is an enthalpically driven process. The thermal decomposition of the solid Al-quercetin/β-CD and Al-catechin/β-CD <span class="hlt">inclusion</span> <span class="hlt">compounds</span> took place at different stages, compared with the respective precursors, proving that an <span class="hlt">inclusion</span> complexation process really occurred.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EL....11656001C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EL....11656001C"><span>The true structural periodicities and superspace group descriptions of the prototypical incommensurate composite materials: Alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Couzi, Michel; Guillaume, François; Harris, Kenneth D. M.; Palmer, Benjamin A.; Christensen, Kirsten; Collins, Stephen P.</p> <p>2016-12-01</p> <p>The prototypical family of incommensurate composite materials are the n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span>, in which n-alkane guest molecules are arranged in a periodic manner along one-dimensional tunnels in a urea host structure, with an incommensurate relationship between the periodicities of the host and guest substructures along the tunnel. We develop interpretations of the structural periodicities, superspace group descriptions and symmetry properties of the low-temperature phases of n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span>, based in part on a high-resolution synchrotron single-crystal X-ray diffraction study of n-nonadecane/urea. Specifically, we prove that, on passing from phase I to phase II, the C-centering of the orthohexagonal unit cell is lost for both the host and guest substructures, and that the symmetries of all phases I, II and III are described completely by (3 + 1)-dimensional superspace groups.</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('https://www.ncbi.nlm.nih.gov/pubmed/18766244','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18766244"><span>A theoretical study of conformational aspects and energy transfer between terthiophene and quinquethiophene in perhydrotriphenylene <span class="hlt">inclusion</span> <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vásquez, Sergio O</p> <p>2008-09-21</p> <p>A theoretical study of models with supramolecular architecture of co-<span class="hlt">inclusion</span> <span class="hlt">compounds</span> based on the host perhydrotriphenylene and guests terthiophene and quinquethiophene (PHTP:T3,T5) is carried out to elucidate in detail the conformational aspects of the oligomeric guest species in the PHTP matrix host. The factors that direct the geometry, location and separation of terthiophene and quinquethiophene within the channels of the PHTP host have been studied using semi-empirical and ab initio calculations. The movement of the guests inside the channel is subject to constraints preventing free rotations or axial displacements along the nanochannel. Optimal arrangement and the general trend of the relative order between T3 and T5 in the (PHTP:T3,T5) co-<span class="hlt">inclusion</span> <span class="hlt">compound</span> is obtained. Furthermore, excited state calculations allow the explanation of the spectral shifts of the included species in terms of the planarization of their geometries. An analysis of the energy transfer processes between the T3-T5 donor-acceptor pair based on the configurational details of the co-<span class="hlt">inclusion</span> <span class="hlt">compound</span> conclude that efficient transfer proceeds only through two different and perpendicular windows for the T3 --> T5 transfer. The results emphasize the importance for better understanding of the directional details of the energy transfer mechanisms in this kind of one-dimensional systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3663561','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3663561"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/23492812','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23492812"><span>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="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van den Berg, Martin; Denison, Michael S; Birnbaum, Linda S; Devito, Michael J; Fiedler, Heidelore; Falandysz, Jerzy; Rose, Martin; Schrenk, Dieter; Safe, Stephen; Tohyama, Chiharu; Tritscher, Angelika; Tysklind, Mats; Peterson, Richard E</p> <p>2013-06-01</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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JPSJ...86j4702N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JPSJ...86j4702N"><span>Energetics and Electronic Structures of <span class="hlt">Inclusion</span> <span class="hlt">Compounds</span> of Large Fullerenes and Cycloparaphenylenes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nagasawa, Yuya; Okada, Susumu</p> <p>2017-10-01</p> <p>The energetics and electronic structures of large fullerenes included within [n]cycloparaphenylenes ([n]CPPs) are investigated using density functional theory. We observe that the large fullerenes included within [n]CPP ([n]CPP ⊃ Cn, where n = 76 and 78) are energetically stable and the <span class="hlt">inclusion</span> reactions are exothermic for the [n]CPP with a diameter of 1.49 nm or larger. Owing to the electronic states of the guest fullerene molecules and the host [n]CPP, [n]CPP ⊃ C60 possesses a staggered electronic structure near the energy gap between the highest occupied and lowest unoccupied states, leading to a narrower energy gap than that of fullerenes and CPP. We also demonstrate that the electron states associated with the fullerene exhibit an upward shift upon <span class="hlt">inclusion</span> owing to the quantum confinement effect on the π states of fullerenes by the CPP.</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>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('https://www.ncbi.nlm.nih.gov/pubmed/19362314','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19362314"><span>Determination of endocrine disrupting <span class="hlt">compounds</span> using temperature-dependent <span class="hlt">inclusion</span> chromatography: I. Optimization of separation protocol.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zarzycki, Paweł K; Włodarczyk, Elzbieta; Baran, Michał J</p> <p>2009-10-30</p> <p>In the present work we optimised the separation of battery of key UV non-transparent low-molecular-mass <span class="hlt">compounds</span> having possible endocrine disrupting <span class="hlt">compounds</span> (EDCs) activity or which may be used as the endocrine effect biomarkers. Simple optimization strategy was based on strong temperature effect that is driven by electrostatic interactions between macrocyclic mobile phase additives like cyclodextrins and eluted components of interest under C18 stationary phase and acetonitrile/water mobile phase conditions. Particularly, the effect of temperature involving native beta-cyclodextrin and its hydroxypropyl derivative to improve separation of number of natural (d-equilenin, equilin, estetrol, estriol, estrone, 17beta-estradiol, 17alpha-hydroxyprogesterone, 20alpha-hydroxyprogesterone, cortisol, cortisone, progesterone, testosterone, tetrahydrocortisol and tetrahydrocortisone) and artificial steroids (ethynylestradiol, norgestrel isomers, medroxyprogesterone, mestranol, methyltestosterone, norethindrone, 17alpha-estradiol) as well as non-steroidal <span class="hlt">compounds</span> (diethylstilbesterol, bisphenol A, 4-tert-butylphenol, dimethyl phthalate, dibutyl phthalate and dioctyl phthalate) was investigated. It has been found that successful isocratic separation of 27 chemicals can be achieved using acetonitrile/water eluents modified with beta-cyclodextrin or hydroxypropyl-beta-cyclodextrin at concentration of 10 mM and temperature of 47 degrees C. Separation protocol is simple, reliable, direct and non-radioactive and may be easily adapted for rapid separation and quantification of wide range of given steroids and related EDCs in environmental samples, particularly those that are characterised by unstable biological matrix and components of interest load.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24262271','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24262271"><span>An orally active angiotensin-(1-7) <span class="hlt">inclusion</span> <span class="hlt">compound</span> and exercise training produce similar cardiovascular effects in spontaneously hypertensive rats.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bertagnolli, Mariane; Casali, Karina R; De Sousa, Frederico B; Rigatto, Katya; Becker, Lenice; Santos, Sergio H S; Dias, Lucinara D; Pinto, Graziela; Dartora, Daniela R; Schaan, Beatriz D; Milan, Ruben Dario Sinisterra; Irigoyen, Maria Claudia; Santos, Robson A S</p> <p>2014-01-01</p> <p>Low angiotensin-(1-7) (Ang-(1-7)) concentration is observed in some cardiovascular diseases and exercise training seems to restore its concentration in the heart. Recently, a novel formulation of an orally active Ang-(1-7) included in hydroxy-propyl-beta-cyclodextrin (HPB-CD) was developed and chronically administered in experimental models of cardiovascular diseases. The present study examined whether chronic administration of HPB-CD/Ang-(1-7) produces beneficial cardiovascular effects in spontaneously hypertensive rats (SHR), as well as to compare the results obtained with those produced by exercise training. Male SHR (15-week old) were divided in control (tap water) or treated with HPB-CD/Ang-(1-7) (corresponding to 30μgkg(-1)day(-1) of Ang-(1-7)) by gavage, concomitantly or not to exercise training (treadmill, 10 weeks). After chronic treatment, hemodynamic, morphometric and molecular analysis in the heart were performed. Chronic HPB-CD/Ang-(1-7) decreased arterial blood pressure (BP) and heart rate in SHR. The <span class="hlt">inclusion</span> <span class="hlt">compound</span> significantly improved left ventricular (LV) end-diastolic pressure, restored the maximum and minimum derivatives (dP/dT) and decreased cardiac hypertrophy index in SHR. Chronic treatment improved autonomic control by attenuating sympathetic modulation on heart and vessels and the SAP variability, as well as increasing parasympathetic modulation and HR variability. Overall results were similar to those obtained with exercise training. These results show that chronic treatment with the HPB-CD/Ang-(1-7) <span class="hlt">inclusion</span> <span class="hlt">compound</span> produced beneficial effects in SHR resembling the ones produced by exercise training. This observation reinforces the potential cardiovascular therapeutic effect of this novel peptide formulation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25255208','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25255208"><span>How the <span class="hlt">inclusion</span> of treated water in beverages influences the appearance of halogenated volatile organic <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Montesinos, Isabel; Gallego, Mercedes</p> <p>2014-10-22</p> <p>A simple, robust, and reliable headspace gas chromatography method has been developed for the determination of 14 halogenated volatile organic <span class="hlt">compounds</span>, including iodinated trihalomethanes (THMs), at nanogram per liter levels in beverages. The main source of the presence of THMs in reconstituted fruit juices, nectars, and soft drinks is the treated water included as an ingredient; the concentration and speciation depend on the volume and disinfection process of the treated water either from the distribution network or from water directly disinfected by the food factory. Chloroform appears at concentrations below 1 μg/L in natural juices and soft drinks prepared with mineral water due to contamination from the chlorinated sanitizers usually employed in the food industry. However, the beverages manufactured with treated water contain, in addition to chloroform, brominated THMs and dichloroiodomethane (detected in beverages for the first time), which can be used as indicators of the presence of treated water.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011SPIE.8113E..15B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011SPIE.8113E..15B"><span>Synthesis of the novel β-cyclodextrin-chromophore <span class="hlt">inclusion</span> <span class="hlt">compound</span> and research on the electro-optic activity of its systems</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bo, Shuhui; Chen, Zhuo; Zhen, Zhen; Liu, Xinhou</p> <p>2011-10-01</p> <p>In the second order nonlinear (NLO) optics, interchromophore electrostatic interactions have been suggested as a major challenge of the poor efficiency in the poling induced polar order. In this article, we formed a β-cyclodextrinchromophore <span class="hlt">inclusion</span> <span class="hlt">compound</span> by embedding a dumb-bell shape chromophore in a β-cyclodextrin. Compared to hyperbranched chromophores, this <span class="hlt">inclusion</span> <span class="hlt">compound</span> could create a 360° steric hindrance and pull the distance between molecules. Then this <span class="hlt">inclusion</span> <span class="hlt">compound</span> could prevent chromophore aggregation and minimize the interactions which hamper higher nonlinear optical activity. The method of the refractive index for electro-optic materials which can determine the degree of chromophore aggregation in polymers was first proposed and confirmed in this work. These properties have provided a great promise in the fabrication of EO materials and devices.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2743463','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2743463"><span>Multifrequency ESR study of spin labeled molecules in <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with cyclodextrins</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Dzikovski, Boris; Tipikin, Dmitriy; Livshits, Vsevolod; Earle, Keith; Freed, Jack</p> <p>2009-01-01</p> <p>The molecular dynamics of spin labeled <span class="hlt">compounds</span> included into the solid phase of cyclodextrins (CD) has been studied using conventional (X-Band) ESR at 9 GHz and high-field high-frequency (HFHF) ESR at 240 and 170GHz. The patterns of axial rotation at these higher frequencies are clear just by inspection of the spectrum, unlike the case for 9 GHz spectra. That is HFHF ESR is sensitive to molecular motion about the diffusion axis collinear with the X, Y or Z-direction of the magnetic g- and A-tensors of the nitroxide moiety (referred to respectively as X, Y or Z-rotation). For doxyl stearic acids (Z-rotation) and TEMPOyl caprylate (X-rotation) included in β- and γ-CD’s we were able to determine the rate of molecular motion and the corresponding potential barriers. We emphasize that determining the rate of Z-rotation by ESR is feasible only using HFHF ESR. For the X-rotation case we suggest that the motion of the nitroxide moiety consists of fast small-angle librations about the magnetic X-axis superimposed by rotational diffusion about the same axis. The potential barrier of 1.7 Kcal/mol for this rotational diffusion is unusually low. A fascinating feature of TEMPO derivatives included in β-CD is the detectable molecular motion at temperatures below 77K. For the other CD – spin probe systems, we used multifrequency analysis to assign the conformations of spin-labeled molecules. A dramatic spectral change for 16-sasl in β- and γ-CDs at ~ 260K corresponds to a tilting of the position of the nitroxide moiety on the rotating molecule relative to the long diffusion axis, while for TEMPO derivatives in γ cyclodextrin below 200K, we observe a rapid transition from fast to very slow rotational motion. More complex features are best studied by means of multifrequency ESR experiments. The visual clarity and the simplicity of analysis of the ESR spectra shown in this work should provide a benchmark for future studies of molecular motion by HFHF ESR. PMID:19639141</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004JMoSt.699....1N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004JMoSt.699....1N"><span>Molecular mobility depending on chain length and thermally induced molecular motion of n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nakaoki, Takahiko; Nagano, Hiromasa; Yanagida, Toshinori</p> <p>2004-08-01</p> <p>Solid-state high resolution 13C NMR was used to analyze the end group conformation and molecular mobility of n-alkanes in a urea host as a function of the carbon number of the n-alkane. It was shown that the chemical shift of the inner methylenes could be interpreted by the γ- gauche effect. Of further interest is our finding that the chemical shift of 3-methylene is independent of both chain length and temperature, a result indicating that the torsional rotation of the bond ω 3 between the 4-methylene and 5-methylene carbons is so inhibited that there is little gauche conformation. The chemical shift of the inner methylenes indicated a different tendency between the even- and the odd-numbered n-alkanes. The fact that the signals of the even-numbered n-alkanes were observed at a comparatively more upfield location than those of the odd-numbered ones indicated that the even-numbered n-alkane had a higher molecular mobility and tended to adopt a more gauche conformation. The decomposition temperature obtained by thermal analysis also suggested a difference between the even- and odd-numbered n-alkanes. The decomposition temperature of the even-numbered n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> was a little lower than that of the odd-numbered ones, a disparity corresponding to the higher molecular mobility of the n-alkane in the urea host. The spin-lattice relaxation time ( T1C) increased with increasing chain length for chains with less than the 14 carbon atoms but reached a constant value for all longer chains. This result is completely different from that for the n-alkane crystal, which gave a longer T1C depending on the chain length, and can be explained by a reduced intermolecular interaction between the n-alkane and the urea host. Clearly, T1C measurements can be applied to confirm the formation of <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. However, the different T1C values between the methyl, 2-, 3-, and inner methylene carbons indicates that the n-alkane molecule does not rotate so fast</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18383850','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18383850"><span>Tumor-specific cytotoxicity and type of cell death induced by beta-cyclodextrin benzaldehyde <span class="hlt">inclusion</span> <span class="hlt">compound</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liu, Yu; Sakagami, Hiroshi; Hashimoto, Ken; Kikuchi, Hirotaka; Amano, Osamu; Ishihara, Mariko; Kanda, Yumiko; Kunii, Shiro; Kochi, Mutsuyuki; Zhang, Wei; Yu, Guangyan</p> <p>2008-01-01</p> <p>The cytotoxicity of beta-cyclodextrin benzaldehyde <span class="hlt">inclusion</span> <span class="hlt">compound</span> (CDBA) against human normal and cancer cell lines was investigated. CDBA showed slightly higher cytotoxicity against human tumor cell lines, as compared to normal cells, with a tumor-specificity index of 2.2. Human myelogenous leukemia cell lines (HL-60, ML-1, KG-1) were the most sensitive to CDBA, followed by human oral squamous cell carcinoma (HSC-2, HSC-3, HSC-4) and human glioblastoma (T98G, U87MG). Human normal cells (gingival fibroblasts, pulp cells, periodontal ligament fibroblasts) were the most resistant. CDBA induced internucleosomal DNA fragmentation in HL-60 cells and caspase-3, -8, -9 activation, but to a much lesser extent than that attained by UV irradiation or actinomycin D. On the other hand, CDBA did not induce DNA fragmentation, nor caspase activation in HSC-2, HSC-4 or T98G cells. Electron microscopy demonstrated that CDBA induced the destruction of mitochondrial structure and digestion of broken organelles by secondary lysosomes in all of these cells. CDBA also increased the number of acidic organelles as judged by acridine orange staining. The present study suggests that CDBA induces autophagic cell death in cancer cell lines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002APS..MARB33021S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002APS..MARB33021S"><span>Phase Structure and Properties of a Biodegradable Block Copolymer Coalesced from It's Crystalline <span class="hlt">Inclusion</span> <span class="hlt">Compound</span> Formed with alpha-Cyclodextrin</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shuai, Xintao; Wei, Min; Probeni, Francis; Bullions, Todd A.; Shin, I. Daniel; Tonelli, Alan E.</p> <p>2002-03-01</p> <p>A well-defined biodegradable block copolymer of poly(epsilon caprolactone) (PCL) and poly(L-lactic acid) (PLLA) was synthesized and characterized and then included as a guest in an <span class="hlt">inclusion</span> <span class="hlt">compound</span> (IC) formed with the host alpha-cyclodextrin (CD). The PCL-b-PLLA block copolymer was subsequently coalesced from it's CD-IC crystals by either treatment with hot water (50 C) or an aqueous amylase solution at 25 C. The coalesced PCL-b-PLLA was examined by FTIR, DSC, TGA, and WAXD and was found to be much more homogeneosly organized, with much less segregation and crystallinity of the PCL and PLLA microphases. The morpholgy, crystallization kinetics, thermal behavior, and biodegradability of the coalesced PCL-b-PLLA block copolymer was studied by comparison to similar observations made on as-synthesized PCL-b-PLLA, PCL and PLLA homopolymers, and their solution-cast blend. The PCL and PLLA blocks are found to be more intimately mixed, with less phase segregation, in the coalesced diblock copolymer, and this leads to homogeneous bulk crystallization, which is not observed for the as-synthesized diblock copolymer. The coalesced PCL-b-PLLA was also found to be more quickly biodegraded (lipase from Rhizopus arrhizus)than the as-synthesized PCL-b-PLLA or the physical blend of PCL and PLLA homopolymers. Overall, the coalescence of the inherently phase segregated diblock copolymer PCL-b-PLLA results in a small amount of compact, chain-extended PCL and PLLA crystals embedded in an amorphous phase, largely consisting of well-mixed PCL and PLLA blocks. Thus, we have demonstrated that it is possible to control the morpholgy of a biodegradable diblock copolymer, thereby significantly modifying it's properties, by coalescence from it's CD-IC crystals.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AtmEn.100...20H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AtmEn.100...20H"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/17311152','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17311152"><span>A double quantum (129)Xe NMR experiment for probing xenon in multiply-occupied cavities of solid-state <span class="hlt">inclusion</span> <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brouwer, Darren H; Alavi, Saman; Ripmeester, John A</p> <p>2007-03-07</p> <p>A method is presented for detecting multiple xenon atoms in cavities of solid-state <span class="hlt">inclusion</span> <span class="hlt">compounds</span> using (129)Xe double quantum NMR spectroscopy. Double quantum filtered (129)Xe NMR spectra, performed on the xenon clathrate of Dianin's <span class="hlt">compound</span> were obtained under high-resolution Magic-Angle Spinning (MAS) conditions, by recoupling the weak (129)Xe-(129)Xe dipole-dipole couplings that exist between xenon atoms in close spatial proximity. Because the (129)Xe-(129)Xe dipole-dipole couplings are generally weak due to dynamics of the atoms and to large internuclear separations, and since the (129)Xe Chemical Shift Anisotropy (CSA) tends to be relatively large, a very robust dipolar recoupling sequence was necessary, with the symmetry-based SR26 dipolar recoupling sequence proving appropriate. We have also attempted to measure the (129)Xe-(129)Xe dipole-dipole coupling constant between xenon atoms in the cavities of the xenon-Dianin's <span class="hlt">compound</span> clathrate and have found that the dynamics of the xenon atoms (as investigated with molecular dynamics simulations) as well as (129)Xe multiple spin effects complicate the analysis. The double quantum NMR method is useful for peak assignment in (129)Xe NMR spectra because peaks arising from different types of absorption/<span class="hlt">inclusion</span> sites or from different levels of occupancy of single sites can be distinguished. The method can also help resolve ambiguities in diffraction experiments concerning the order/disorder in a material.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24777097','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24777097"><span>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="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015M%26PS...50.1512I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015M%26PS...50.1512I"><span>A <span class="hlt">compound</span> Ca-, Al-rich <span class="hlt">inclusion</span> from CV3 chondrite Northwest Africa 3118: Implications for understanding processes during CAI formation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ivanova, Marina A.; Lorenz, Cyril A.; Krot, Alexander N.; MacPherson, Glenn J.</p> <p>2015-09-01</p> <p>A calcium-aluminum-rich <span class="hlt">inclusion</span> 3N from the Northwest Africa (NWA) 3118 CV3 carbonaceous chondrite is a unique cm-sized <span class="hlt">compound</span> object, primarily a forsterite-bearing type B (FoB) CAI, that encloses at least 26 smaller CAIs of different types, including compact type A (CTA), B, C, and an ultra-refractory <span class="hlt">inclusion</span>. Relative to typical type A and B CAIs found elsewhere, the bulk compositions of the types A and B CAIs within 3N more closely match the bulk compositions predicted by equilibrium condensation of a gas of solar composition. Being trapped within the FoB melt may have protected them from melt evaporation that affected most "stand-alone" CAIs. 3N originated either as an aggregate of many smaller (mostly types A, B, C) CAIs plus accreted Fo-bearing material (like an amoeboid olivine aggregate) which experienced partial melting of the whole, or else as a FoB melt droplet that collided with and trapped many smaller solid CAIs. In the former case, 3N recorded the earliest accretion of pebble-sized bodies known. In the latter case, the presence of a large number of individual refractory <span class="hlt">inclusions</span> within 3N suggests a very high local density of refractory solids in the immediate region of the host CAI during the brief time while it was melted. Collisions would have occurred on time scales of hours at most, assuming a melt solidification interval for the host CAI of 300-400 °C (maximum) and a cooling rate of ~10 °C/h.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003JMoSt.644...49L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003JMoSt.644...49L"><span><span class="hlt">Inclusion</span> <span class="hlt">compounds</span> between α-, β- and γ-cyclodextrins: iron II lactate: a theoretical and experimental study using diffusion coefficients and molecular mechanics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Leite, Rosiley A.; Lino, Antonio C. S.; Takahata, Yuji</p> <p>2003-01-01</p> <p>The <span class="hlt">inclusion</span> <span class="hlt">compounds</span> between iron II lactate and three different cyclodextrins (CDs) were studied by means of experimental and theoretical data. The importance of iron II in the human metabolism effort the necessity of a minimum concentration to the human life. Malnutrition is one great problem in social politics of many countries on the world. The possibility to the development of novel medicines with the iron II species stable look for an increase on the efficiency for this kind of aid. Kinetics measurements confirm the possibility to stop the oxidation reaction. It was the first indication of efficient molecular encapsulation. Diffusion coefficient measurements were carried out by Taylor-Aris diffusion technique. The decrease of diffusion coefficients measured for iron II lactate when alone and forming the <span class="hlt">inclusion</span> complexes was obtained for all hosts molecules used. Molecular Mechanics calculations were performed to elucidate the perfect arrange of iron II lactate inside CDs cavity. No great differences were obtained to the binding energy for the different hosts. Using the software HyperChem6.03v MM+, AMBER94 and OPLS Forced Fields for iron atom in two chemical environments (a) vacuum and (b) with addition of 250 water molecules (MM+). The solvent treatment was decisive to the order of stability. This order was β-CD>γ-CD>α-CD, the same order of solubility in water. The results contained in this work confirm the possibility to protect iron II lactate against oxidation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JEMat..43.2356S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JEMat..43.2356S"><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>Suzumura, Akitoshi; Watanabe, Masaki; Nagasako, Naoyuki; Asahi, Ryoji</p> <p>2014-06-01</p> <p>Recently, Cu-based chalcogenides such as Cu3SbSe4, Cu2Se, and Cu2SnSe3 have attracted much attention because of their high thermoelectric performance and their common feature of very low thermal conductivity. However, for practical use, materials without toxic elements such as selenium are preferable. In this paper, we report Se-free Cu3SbS4 thermoelectric material and improvement of its figure of merit ( ZT) by chemical substitutions. Substitutions of 3 at.% Ag for Cu and 2 at.% Ge for Sb lead to significant reductions in the thermal conductivity by 37% and 22%, respectively. These substitutions do not sacrifice the power factor, thus resulting in enhancement of the ZT value. The sensitivity of the thermal conductivity to chemical substitutions in these <span class="hlt">compounds</span> is discussed in terms of the calculated phonon dispersion and previously proposed models for Cu-based chalcogenides. To improve the power factor, we optimize the hole carrier concentration by substitution of Ge for Sb, achieving a power factor of 16 μW/cm K2 at 573 K, which is better than the best reported for Se-based Cu3SbSe4 <span class="hlt">compounds</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20548120','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20548120"><span>[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="https://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.</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://files.eric.ed.gov/fulltext/ED509705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509705.pdf"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/26255976','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26255976"><span>The formation of an <span class="hlt">inclusion</span> complex between a metabolite of ginsenoside, <span class="hlt">compound</span> K and γ-cyclodextrin and its dissolution characteristics.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Igami, Kentaro; Ozawa, Masatoshi; Inoue, Sae; Iohara, Daisuke; Miyazaki, Toshitsugu; Shinoda, Masamitsu; Anraku, Makoto; Hirayama, Fumitoshi; Uekama, Kaneto</p> <p>2016-05-01</p> <p>20S-protopanaxadiol 20-O-β-D-glucopyranoside (<span class="hlt">compound</span> K), a metabolite of ginsenoside, is only sparingly soluble in water. The aim of this study was to improve the low solubility, slow dissolution rate and low oral bioavailability of <span class="hlt">compound</span> K by forming an <span class="hlt">inclusion</span> complex with γ-cyclodextrin (γ-CyD), and to compare the results with those of β-CyD complex. The interactions of <span class="hlt">compound</span> K with β and γ-CyDs were studied by the solubility method and proton nuclear magnetic resonance spectroscopy. Solid forms of <span class="hlt">compound</span> K/CyD complexes with different molar ratios were prepared by the kneading method, and the resulting complex was characterized by powder X-ray diffractometry. The dissolution rate of the complexes was measured by the rotary disk method. In-vivo absorption studies in rats were carried out, and the serum level of <span class="hlt">compound</span> K, after its oral administration, was measured by a liquid chromatography-tandem mass spectrometry system. γ-CyD markedly improved the low solubility of <span class="hlt">compound</span> K at lower CyD concentrations (<0.03 M), whereas the solubility was decreased at higher concentrations (>0.06 m). The enhancement in solubility by γ-CyD at a lower concentration was much higher than the corresponding values for β-CyD. The apparent 1:1 stability constant (1.5 × 10(5)  m(-1) ) for the γ-CyD complex was 18-fold larger than that (8.2 × 10(3)  m(-1) ) of the β-CyD complex. The dissolution rate of the 1:1 <span class="hlt">compound</span> K/γ-CyD complex was faster than that for the 1:3 (guest : host) complex. These results suggest that the dissolution rate of the 1:1 complex, in which the drug is partially included, was faster than that of the 1:3 complex, in which the drug was completely included, due to the higher solubility and amorphous property of the former complex compared with the properties of the latter complex. The fast dissolution of the γ-CyD complex was reflected in the maximum plasma level (Cmax ) of the drug and the time (Tmax ) to reach</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1219188','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1219188"><span>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>Growth characteristic, guest distribution, guest ordering and the stability of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with 1-decene, n-decane and mixture of 1-decene and n-decane</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wang, Yan; Ge, Xihui; Zhang, Minqing; Zhu, Huaigong; Zhang, Zijian; Wang, Ming</p> <p>2014-01-01</p> <p>Growth characteristics of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with 1-decene, n-decane and mixture of 1-decene and n-decane (relative mass ratio = 1:1) were studied by CCD high-speed Camera. The present studies show that the speed of UICs growth in tunnel direction is faster than in vertical direction and the length of UICs with 1-decene is shorter than UICs with n-decane, and the length of UICs with mixture is between them due to the influence of the vinyl in 1-decene. The value of R = I(CH2)/I(CH3) and M = I(CHCH2)/I(CH3) in FTIR spectrum of UICs increasing with growth time demonstrates that urea prefers to include n-decane than 1-decene. 13C CP/MAS NMR studies of UICs indicate that the arrangement of 1-decene in UICs is CH3⋯CH3 and CHCH2⋯CH2CH. The arrangement of 1-decene in UICs leads to short chain of UICs with 1-decene in tunnel direction. The 13C CP/MAS NMR spectra of UICs with MIX reveal that there are three different types of arrangement: CH3⋯CH3, CHCH2⋯CH3 and CHCH2⋯CH2CH. The methods of FTIR and DSC were used to test the stability of UICs with different guests. The result shows that UICs with n-decane are stable than UICs with 1-decene. And the stability of UICs with mixture is in the middle.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1139241.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1139241.pdf"><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>Lambert, Lukischa</p> <p>2008-01-01</p> <p>The placement and education of students with disabilities in the general education classroom has generated a challenge and varied opinions for educators, families, and service providers. It is likely that with recent litigation and legislation which supports <span class="hlt">inclusion</span> and increasing pressure from advocates of <span class="hlt">inclusion</span>, the trend towards including…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21895893','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21895893"><span><span class="hlt">Inclusive</span> health.</span></a></p> <p><a target="_blank" href="https://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. © 2011 Blackwell Publishing Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23911930','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23911930"><span>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="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22985203','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22985203"><span>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="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24123800','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24123800"><span>Dyeing and antibacterial activation with methylene blue of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> modified polyester vascular graft.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kacem, I; Laurent, T; Blanchemain, N; Neut, C; Chai, F; Haulon, S; Hildebrand, H F; Martel, B</p> <p>2014-09-01</p> <p>The aim of this study was to develop an antiseptic and blue dyed polyester (PET) vascular graft in order to reach two distinct properties: (i) the prevention of postoperative infections, (ii) the improvement of the graft compatibility with the coelioscopy surgical technique. This work consisted of dyeing a vascular prosthesis with methylene blue (MB) which is known as a cationic dye with antiseptic properties. Therefore, the functionalization of the PET fibers of the prosthesis with <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-citric acid polymer (PolyCD) was achieved in order to improve its sorption capacity. The NMR experiments demonstrated that a 1:2 complex occurred between hydroxypropyl β-cyclodextrin (HP-βCD) and MB. Kinetic and sorption isotherm studies showed that an impregnation of the polyCD modified prosthesis (PET-CD) in a 1 g L(-1) of MB solution for 150 min was sufficient to reach the saturation of the device. Results proved that the adsorption mechanism followed the Langmuir model and a maximum of 20 mg g(-1) of MB on the graft. A sustained release of MB in batch tests was observed in PBS and in vitro microbiological assays displayed a prolongation of the bactericidal effect of PET-CD whose extent varied with the amount of MB preliminarily adsorbed onto the PET-CD. © 2013 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26344303','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26344303"><span>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="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26942426','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26942426"><span>Ab initio X-ray structural characterization of an <span class="hlt">inclusion</span> <span class="hlt">compound</span> with a compositionally disordered chiral guest: no prior knowledge of the crystal composition.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Guzei, Ilia A; Miles, Kelsey C</p> <p>2016-03-01</p> <p>The crystal structure and absolute configuration of a molecular host/guest/impurity <span class="hlt">inclusion</span> complex were established unequivocally in spite of our having no prior knowledge of its chemical composition. The host (4R,5R)-4,5-bis(hydroxydiphenylmethyl)-2,2-dimethyl-1,3-dioxolane, (I), displays expected conformational features. The crystal-disordered chiral guest 4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one, (II), is present in the crystal 85.1 (4)% of the time. It shares a common site with 4a-hydroperoxymethyl-4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one, (III), present 14.9 (4)% of the time, which is the product of autoxidation of (II). This minor peroxide impurity was isolated, and the results of nuclear magnetic resonance, mass spectrometry, and X-ray fluorescence studies are consistent with the proposed structure of (III). The complete structure was therefore determined to be (4R,5R)-4,5-bis(hydroxydiphenylmethyl)-2,2-dimethyl-1,3-dioxolane-4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one-4a-hydroperoxymethyl-4,4a,5,6,7,8-hexahydronaphthalen-2(3H)-one (1/0.85/0.15), C31H30O4·0.85C10H14O·0.15C10H14O3, (IV). There are host-host, host-guest, and host-impurity hydrogen-bonding interactions of types S and D in the solid state. We believe that the crystals of (IV) were originally prepared to establish the chirality of the guest (II) by means of X-ray diffraction analysis of host/guest crystals obtained in the course of chiral resolution during cocrystallization of (II) with (I). In spite of the absence of `heavy' elements, the absolute configurations of all anomeric centres in the structure are assigned as R based on resonant scattering effects.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17554422','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17554422"><span>Prediction of PAH biodegradation in field contaminated soils using <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> extraction technique.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Papadopoulos, Apostolos; Paton, Graeme I; Reid, Brian J; Semple, Kirk T</p> <p>2007-06-01</p> <p>Biodegradation has been identified as a major loss process for organic contaminants in soils and, as a result, microbial strategies have been developed for the remediation of contaminated land. Prediction of the biodegradable fraction would be important for determining bioremediation end-points in the clean-up of contaminated land. The aim of this study was to investigate the ability of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> extraction to predict the extent to which polycyclic aromatic hydrocarbons (PAHs) would be degraded microbiologically in field contaminated soils; further testing the robustness and reproducibility of this extraction in chemically complex systems. Dichloromethane and hydroxypropyl-beta-cyclodextrin (HPCD) extractable fractions were measured together with the PAH biodegradable fraction in each of the six field contaminated soils. The amounts of PAHs degraded by the catabolic activity of the indigenous microflora in each of the soils were correlated with HPCD-extractable PAH concentrations. The regressions showed that the amounts of lower molecular weight PAHs extracted by the HPCD were not significantly (P > 0.05) different to the amounts that were degraded. However, higher molecular weight PAHs that were extracted by HPCD did differ significantly (P < 0.05) from the amounts degraded. Although the HPCD extraction did overestimate the microbially degradable fraction of the higher molecular weight PAHs, overall the correlations between the HPCD extractable fraction and the microbially degradable fraction were very close, with mean values of the slope of line for the six soils equalling 1. This study further describes the robust and reproducible nature of the aqueous-based soil extraction technique reliably measuring the extent to which PAHs will be microbially degraded in soil.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001Litho..55...49V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001Litho..55...49V"><span>Carbonic <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Van den Kerkhof, Alfons; Thiéry, Régis</p> <p>2001-01-01</p> <p>The paper gives an overview of the phase relations in carbonic fluid <span class="hlt">inclusions</span> with pure, binary and ternary mixtures of the system CO 2-CH 4-N 2, compositions, which are frequently found in geological materials. Phase transitions involving liquid, gas and solid phases in the temperature range between -192°C and 31°C are discussed and presented in phase diagrams ( PT, TX and VX projections). These diagrams can be applied for the interpretation of microthermometry data in order to determine fluid composition and molar volume (or density).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=24709','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=24709"><span><span class="hlt">A</span> <span class="hlt">cyclodextrin</span> dimer with a photocleavable linker as a possible carrier for the photosensitizer in photodynamic tumor therapy</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ruebner, Anja; Yang, Zhiwei; Leung, David; Breslow, Ronald</p> <p>1999-01-01</p> <p><span class="hlt">A</span> <span class="hlt">cyclodextrin</span> dimer has been synthesized with two β-cyclodextrins linked by a flexible chain containing a carbon–carbon double bond. This dimer binds and solubilizes a phthalocyanine-based photosensitizer that generates singlet oxygen on irradiation. When the complex is irradiated, the singlet oxygen cleaves the carbon–carbon link, and the cyclodextrins are released, liberating the photosensitizer into the light path. Ideas about how this phenomenon could be used to make photodynamic tumor therapy into a more selective process are described. PMID:10611274</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26220650','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26220650"><span>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="https://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('https://www.osti.gov/scitech/biblio/22415351','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/22415351"><span>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=Museum+AND+%22the+People%22&id=EJ862842','ERIC'); return false;" href="http://eric.ed.gov/?q=Museum+AND+%22the+People%22&id=EJ862842"><span><span class="hlt">Inclusion</span> and Museums: Developing <span class="hlt">Inclusive</span> Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shepherd, Hannah</p> <p>2009-01-01</p> <p>Recent policy on <span class="hlt">inclusion</span> has had an impact on the development of museum galleries and related educational provision. Museums are used as learning organisations and, as such, need to consider how to create an <span class="hlt">inclusive</span> environment. However, <span class="hlt">inclusive</span> provision for people with learning difficulties in museums tends to be isolated and small scale,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27664300','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27664300"><span>Triclosan loaded electrospun nanofibers based on <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> polymer and chitosan polyelectrolyte complex.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ouerghemmi, Safa; Degoutin, Stéphanie; Tabary, Nicolas; Cazaux, Frédéric; Maton, Mickaël; Gaucher, Valérie; Janus, Ludovic; Neut, Christel; Chai, Feng; Blanchemain, Nicolas; Martel, Bernard</p> <p>2016-11-20</p> <p>This work focuses on the relevance of antibacterial nanofibers based on a polyelectrolyte complex formed between positively charged chitosan (CHT) and an anionic hydroxypropyl betacyclodextrin (CD)-citric acid polymer (PCD) complexing triclosan (TCL). The study of PCD/TCL <span class="hlt">inclusion</span> complex and its release in dynamic conditions, a cytocompatibility study, and finally the antibacterial activity assessment were studied. The fibers were obtained by electrospinning a solution containing chitosan mixed with PCD/TCL <span class="hlt">inclusion</span> complex. CHT/TCL and CHT-CD/TCL were also prepared as control samples. The TCL loaded nanofibers were analyzed by Scanning Electron Microscopy (SEM), Fourier Transformed Infrared spectroscopy (FTIR) and X-Ray Diffraction (XRD). Nanofibers stability and swelling behavior in aqueous medium were pH and CHT:PCD weight ratio dependent. Such results confirmed that CHT and PCD interacted through ionic interactions, forming a polyelectrolyte complex. A high PCD content in addition to a thermal post treatment at 90°C were necessary to reach a nanofibers stability during 15days in soft acidic conditions, at pH=5.5. In dynamic conditions (USP IV system), a prolonged release of TCL with a reduced burst effect was observed on CHT-PCD polyelectrolyte complex based fibers compared to CHT-CD nanofibers. These results were confirmed by a microbiology study showing prolonged antibacterial activity of the nanofibers against Escherichia coli and Staphylococcus aureus. Such results could be explained by the fact that the stability of the polyelectrolyte CHT-PCD complex in the nanofibers matrix prevented the diffusion of the PCD/triclosan <span class="hlt">inclusion</span> complex in the supernatant, on the contrary of the similar system including cyclodextrin in its monomeric form.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005CPL...413..335H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005CPL...413..335H"><span>Thionin in <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> nanocavity: Measuring local compressibilities by pressure tuning hole burning spectroscopy</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hecht, Christoph; Hermann, Peter; Friedrich, Josef; Chang, Cheng-Chung; Chang, Ta-Chau</p> <p>2005-09-01</p> <p>We present pressure tuning hole burning experiments on thionin with α-cyclodextrin (α-CD) and β-cyclodextrin (β-CD) in a glycerol/water glass. The low temperature absorption spectra do not show the formation of a caging complex. The pressure tuning data, however, show that the compressibility of the sample with β-CD, where the formation of an <span class="hlt">inclusion</span> complex is not restricted due to geometrical reasons increases as compared to the other samples. This is just the opposite of what one would expect. This increase is interpreted in terms of a reduced solvent density around the chromophore due to the hydrophobic effect.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=worldwide+AND+statistics&pg=4&id=EJ781274','ERIC'); return false;" href="http://eric.ed.gov/?q=worldwide+AND+statistics&pg=4&id=EJ781274"><span><span class="hlt">Inclusive</span> Education in Taiwan</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wu-Tien, Wu</p> <p>2007-01-01</p> <p>As an echo of the worldwide movement of <span class="hlt">inclusive</span> education and because of the conviction of <span class="hlt">inclusive</span> ideas, special education in Taiwan is moving toward a goal of <span class="hlt">inclusion</span>, though not necessarily full <span class="hlt">inclusion</span>. While its terminology is as yet undesignated, principles and strategies are significantly reflected in the Special Education Act and…</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('https://eric.ed.gov/?q=inclusion+AND+educational&pg=7&id=EJ950538','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=7&id=EJ950538"><span>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://eric.ed.gov/?q=inclusion&id=EJ950538','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&id=EJ950538"><span>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('https://eric.ed.gov/?q=development+AND+sustainable+AND+history&pg=6&id=EJ831845','ERIC'); return false;" href="https://eric.ed.gov/?q=development+AND+sustainable+AND+history&pg=6&id=EJ831845"><span>Demystifying <span class="hlt">Inclusion</span>: Implications for Sustainable <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>Pather, Sulochini</p> <p>2006-01-01</p> <p>This paper argues that in the pursuit of influencing <span class="hlt">inclusive</span> education development, definitions of <span class="hlt">inclusion</span> have been promulgated that remain a distant concept in the minds of the most significant partners in this process, i.e. teachers and schools. This is despite best efforts to share ideas for sustainable change based on such definitions.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3489612','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3489612"><span>Exploring flubendazole formulations for use in sheep. Pharmacokinetic evaluation of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based solution</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2012-01-01</p> <p>Background Flubendazole (FLBZ) is a poor water solubility broad-spectrum BZD methylcarbamate anthelmintic <span class="hlt">compound</span>. Cyclodextrins (CDs) are usually used to increase aqueous solubility of poor hydrosoluble <span class="hlt">compounds</span>. The comparative in vitro aqueous solubility of FLBZ and other BZD anthelmintics in the presence of hydroxypropyl-β-cyclodextrin (HPβCD) was evaluated in the current work. Additionally, the comparative pharmacokinetic behaviour of FLBZ (and its metabolites) administered by the intraruminal (i.r.) or intraabomasal (i.a.) routes to sheep as either an aqueous CDs-based solution or a conventional carboximethylcellulose (CMC) suspension was assessed. Drug solubility studies involving albendazole, mebendazole, oxfendazole and FLBZ were performed in an aqueous solution (pH 1.2 or 7.4) with or without HPβCD (10%, w/v). The pharmacokinetic study involved two experiments. Experiment 1: In a crossover study, sheep received either a FLBZ-CDs solution (n = 3) or a FLBZ-CMC suspension (n = 3) by the i.r. route (3.8 mg/kg). The treatment Groups were reversed after a 21-days washout period. Experiment 2: sheep (n = 4) were treated by the i.a. route with the FLBZ-CDs solution (3.8 mg/kg). Plasma and abomasal fluid samples were collected between 0 and 72 h post-treatment. Samples were analysed by HPLC. Results Improvement of FLBZ aqueous solubility due to CDs resulted markedly higher than that observed for mebendazole and albendazole. However, oppositely to what was expected, the absorption-related pharmacokinetic parameters did not show any marked formulation-dependant effect. After the i.a. administration of FLBZ, the AUC and the Tmax of the parent <span class="hlt">compound</span> were significantly (P < 0.05) reduced, which is consistent with ruminal bypass. Conclusion The administration of FLBZ as a CDs-based solution, does not seem to achieve great practical relevance for parasite control in sheep. PMID:22640491</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28414135','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28414135"><span>Gastrointestinal behavior of itraconazole in humans - Part 1: Supersaturation from a solid dispersion and <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based solution.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brouwers, Joachim; Geboers, Sophie; Mols, Raf; Tack, Jan; Augustijns, Patrick</p> <p>2017-06-15</p> <p>This study evaluated the fasted state gastrointestinal behavior of the lipophilic drug itraconazole, orally administered to healthy volunteers as either a solid dispersion (Sporanox(®) capsules) or <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based solution (Sporanox(®) solution). Following intake of the drug products, gastric and duodenal fluids were aspirated and analyzed for itraconazole concentration, total content and solubilizing capacity. Release of itraconazole from the solid dispersion generated high and metastable supersaturated levels in the stomach, but the dissolved fraction in the duodenum remained extremely low (median 2.5%). After intake of the itraconazole solution, precipitation was limited in the stomach but pronounced in the small intestine. Still, the dissolved fraction of itraconazole in the duodenum (median 38%) appeared much higher than after intake of the solid dispersion, possibly explaining the improved absorption of itraconazole from the solution. As for the solid dispersion, the absorption-enabling ability of the solution appeared mainly related to increased intraluminal concentrations by means of supersaturation. Cyclodextrin-based solubilization of itraconazole occurred only in the case of limited intraluminal dilution, but did not further enhance itraconazole absorption. The obtained data will help to understand critical aspects of supersaturating drug delivery systems and act as direct reference for the optimization of in vitro simulation tools for gastrointestinal drug behavior. Copyright © 2017 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1154747','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1154747"><span>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.osti.gov/scitech/servlets/purl/1154924','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1154924"><span>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('https://eric.ed.gov/?q=salter&pg=6&id=ED563615','ERIC'); return false;" href="https://eric.ed.gov/?q=salter&pg=6&id=ED563615"><span><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>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=salter&pg=6&id=ED563615','ERIC'); return false;" href="http://eric.ed.gov/?q=salter&pg=6&id=ED563615"><span><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('https://eric.ed.gov/?q=Bangladesh&pg=4&id=EJ826701','ERIC'); return false;" href="https://eric.ed.gov/?q=Bangladesh&pg=4&id=EJ826701"><span><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('https://eric.ed.gov/?q=managing+AND+resistance+AND+change&pg=7&id=ED396505','ERIC'); return false;" href="https://eric.ed.gov/?q=managing+AND+resistance+AND+change&pg=7&id=ED396505"><span>Creating an <span class="hlt">Inclusive</span> 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>Villa, Richard A., Ed.; Thousand, Jacqueline S., Ed.</p> <p></p> <p>This collection of readings in support of <span class="hlt">inclusive</span> education for students with disabilities offers rationales for <span class="hlt">inclusion</span>, personal accounts of individuals involved, and strategies for facilitating change. Stressed throughout is the idea that <span class="hlt">inclusion</span> is an attitude or belief system, not an action or set of actions. The readings identify…</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>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://eric.ed.gov/?q=managing+AND+resistance+AND+change&pg=7&id=ED396505','ERIC'); return false;" href="http://eric.ed.gov/?q=managing+AND+resistance+AND+change&pg=7&id=ED396505"><span>Creating an <span class="hlt">Inclusive</span> 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>Villa, Richard A., Ed.; Thousand, Jacqueline S., Ed.</p> <p></p> <p>This collection of readings in support of <span class="hlt">inclusive</span> education for students with disabilities offers rationales for <span class="hlt">inclusion</span>, personal accounts of individuals involved, and strategies for facilitating change. Stressed throughout is the idea that <span class="hlt">inclusion</span> is an attitude or belief system, not an action or set of actions. The readings identify…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Tariq&pg=4&id=EJ826701','ERIC'); return false;" href="http://eric.ed.gov/?q=Tariq&pg=4&id=EJ826701"><span><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('https://eric.ed.gov/?q=Foundations+AND+autism&pg=5&id=ED494497','ERIC'); return false;" href="https://eric.ed.gov/?q=Foundations+AND+autism&pg=5&id=ED494497"><span>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://www.osti.gov/scitech/servlets/purl/879593','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/879593"><span>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>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://adsabs.harvard.edu/abs/2016InJPh..90.1009H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016InJPh..90.1009H"><span>Fluctuation induced conductivity studies in YBa2Cu3Oy <span class="hlt">compound</span> embedded by superconducting nano-particles Y-deficient YBa2Cu3Oy: effect of silver <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>Hannachi, E.; Slimani, Y.; Ben Salem, M. K.; Hamrita, A.; Al-Otaibi, A. L.; Almessiere, M. A.; Ben Salem, M.; Ben Azzouz, F.</p> <p>2016-09-01</p> <p>The effect of superconducting Y-deficient YBa2Cu3Oy nano-particles prepared by the planetary ball milling technique and silver <span class="hlt">inclusion</span> on electrical fluctuation conductivity of polycrystalline YBa2Cu3Oy has been reported. Samples, synthesized by the conventional solid-state reaction technique, have been investigated using X-ray diffraction, scanning electron microscope and electrical resistivity. Scanning electron microscope analyses show that nano-particles of Y-deficient YBa2Cu3Oy are embedded in the superconducting matrix. The density of these nano-particles strongly depends on milling parameters. The fluctuation conductivity has been analyzed as a function of reduced temperature using the Aslamazov-Larkin model. Three different fluctuation regions namely critical, mean-field and short-wave are observed. The zero-temperature coherence length, the effective layer thickness of the two-dimensional system, critical magnetic fields and critical current density are estimated. Superconducting parameters are affected by Y-deficient YBa2Cu3Oy nano-particles. It has been found that attainment of an optimum concentration and well-dispersed of nano-sized <span class="hlt">inclusions</span> by ball milling process improves the physical properties. On the other hand, the sample with Y-deficient YBa2Cu3Oy nano-particles and Ag exhibits better superconducting properties in comparison with free added one.</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><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> </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('https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=3&id=EJ1109422','ERIC'); return false;" href="https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=3&id=EJ1109422"><span>School <span class="hlt">Inclusion</span> Programmes (SIPS)</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Drossinou-Korea, Maria; Matousi, Dimitra; Panopoulos, Nikolaos; Paraskevopoulou, Aikaterini</p> <p>2016-01-01</p> <p>The purpose of this work was to understand the school <span class="hlt">inclusion</span> programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, <span class="hlt">Inclusion</span> Programme for students…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED393248.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED393248.pdf"><span>What 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>Neary, Tom; Halvorsen, Ann</p> <p></p> <p>This paper presents principles for <span class="hlt">inclusion</span> of students with disabilities in regular education classrooms, organized around the following aspects: <span class="hlt">inclusion</span> versus mainstreaming, service delivery, planning and curriculum development, best practices, and training. Among the principles discussed are: students are members of age-appropriate general…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=blackburn&id=EJ868138','ERIC'); return false;" href="https://eric.ed.gov/?q=blackburn&id=EJ868138"><span><span class="hlt">Inclusive</span> Mathematics 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>Ollerton, Mike</p> <p>2009-01-01</p> <p>In this article, the author explores the theme of <span class="hlt">inclusion</span>. <span class="hlt">Inclusion</span> is one of the themes within the recent Qualifications and Curriculum Authority (QCA) publication: "Engaging mathematics for all learners" and the author had the good fortune to participate in this project. This involved working with five schools which, frivolously, all had a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=book+AND+revelation&pg=2&id=ED491801','ERIC'); return false;" href="https://eric.ed.gov/?q=book+AND+revelation&pg=2&id=ED491801"><span>The <span class="hlt">Inclusion</span> Facilitator's Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jorgensen, Cheryl M.; Schuh, Mary C.; Nisbet, Jan</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> facilitators are educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for <span class="hlt">inclusion</span> in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ914571.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ914571.pdf"><span>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=Inclusive+AND+education+AND+autism+AND+spectrum+AND+disorder+AND+students&pg=5&id=EJ1109422','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusive+AND+education+AND+autism+AND+spectrum+AND+disorder+AND+students&pg=5&id=EJ1109422"><span>School <span class="hlt">Inclusion</span> Programmes (SIPS)</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Drossinou-Korea, Maria; Matousi, Dimitra; Panopoulos, Nikolaos; Paraskevopoulou, Aikaterini</p> <p>2016-01-01</p> <p>The purpose of this work was to understand the school <span class="hlt">inclusion</span> programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, <span class="hlt">Inclusion</span> Programme for students…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=EJ1025166','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=EJ1025166"><span>Understanding <span class="hlt">Inclusion</span> in Cyprus</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mamas, Christoforos</p> <p>2013-01-01</p> <p>This paper provides a framework for understanding <span class="hlt">inclusion</span> in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of <span class="hlt">inclusion</span>, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22team+role%22+AND+benefit&pg=2&id=ED403708','ERIC'); return false;" href="http://eric.ed.gov/?q=%22team+role%22+AND+benefit&pg=2&id=ED403708"><span>Handbook for Successful <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kochhar, Carol A.; West, Lynda L.</p> <p></p> <p>This manual is intended to help regular and special educators and related professionals to better serve special learners in <span class="hlt">inclusive</span> settings through identifying practical strategies for the classroom and school, and techniques for overcoming barriers to <span class="hlt">inclusion</span>. The manual is written in a question-and-answer format. The first chapter addresses…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=learning+AND+strategies+AND+learning+AND+styles&pg=5&id=ED491369','ERIC'); return false;" href="http://eric.ed.gov/?q=learning+AND+strategies+AND+learning+AND+styles&pg=5&id=ED491369"><span>Learning Styles 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>Reid, Gavin</p> <p>2005-01-01</p> <p>This book is about learning styles and <span class="hlt">inclusion</span>, but essentially it is about learning, and how to make learning more effective for all learners. To recognise the needs of learners as well as those of teachers, and at the same time appreciate that the <span class="hlt">inclusive</span> education environment, irrespective of its merits, will present barriers for learners,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Spider&pg=3&id=EJ1108259','ERIC'); return false;" href="http://eric.ed.gov/?q=Spider&pg=3&id=EJ1108259"><span>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('https://eric.ed.gov/?q=spiders&pg=3&id=EJ1108259','ERIC'); return false;" href="https://eric.ed.gov/?q=spiders&pg=3&id=EJ1108259"><span>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('https://eric.ed.gov/?q=mainstreaming+AND+students&pg=3&id=EJ705449','ERIC'); return false;" href="https://eric.ed.gov/?q=mainstreaming+AND+students&pg=3&id=EJ705449"><span>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=inclusion&pg=3&id=EJ1025166','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1025166"><span>Understanding <span class="hlt">Inclusion</span> in Cyprus</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mamas, Christoforos</p> <p>2013-01-01</p> <p>This paper provides a framework for understanding <span class="hlt">inclusion</span> in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of <span class="hlt">inclusion</span>, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=organizational+AND+skills+AND+educational+AND+children&pg=4&id=ED491801','ERIC'); return false;" href="http://eric.ed.gov/?q=organizational+AND+skills+AND+educational+AND+children&pg=4&id=ED491801"><span>The <span class="hlt">Inclusion</span> Facilitator's Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jorgensen, Cheryl M.; Schuh, Mary C.; Nisbet, Jan</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> facilitators are educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for <span class="hlt">inclusion</span> in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/6990454','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/6990454"><span>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://eric.ed.gov/?q=personnel+AND+placement&pg=2&id=EJ651419','ERIC'); return false;" href="http://eric.ed.gov/?q=personnel+AND+placement&pg=2&id=EJ651419"><span>Adapted Aquatics and <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Block, Martin E.; Conatser, Phillip</p> <p>2002-01-01</p> <p>Presents strategies and techniques to help instructors and directors promote successful <span class="hlt">inclusive</span> aquatics programs for students with disabilities, discussing the importance of considering issues related to: teaching style, collaborative planning, goal determination, appropriate <span class="hlt">inclusive</span> placement, personnel preparation, curriculum adaptation,…</p> </li> <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>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>,; 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://adsabs.harvard.edu/abs/2011IJMMM..18..527L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011IJMMM..18..527L"><span><span class="hlt">Inclusion</span> variations and calcium treatment optimization in pipeline steel production</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Liu, Jian-Hua; Wu, Hua-Jie; Bao, Yan-Ping; Wang, Min</p> <p>2011-10-01</p> <p>SiCa line and SiCaBaFe alloy were injected into liquid pipeline steel at the end of LF refining as calcium treatment, and samples were taken from the ladles, mould, and slabs. Analysis of Ca content and <span class="hlt">inclusions</span> shows that Ca content in steel decreases obviously in the following process after calcium treatment; the compositions, morphology, and sizes of <span class="hlt">inclusions</span> also vary much in the production; primary <span class="hlt">inclusions</span> in the ladles prior to calcium treatment are mainly Al2O3 <span class="hlt">inclusions</span>, but they turn to fine irregular CaS-CaO-Al2O3 <span class="hlt">compound</span> <span class="hlt">inclusions</span> after the treatment, then become fine globular CaO-Al2O3 <span class="hlt">inclusions</span> in the mould, and finally change to a few larger irregular CaS-CaO-Al2O3 complex <span class="hlt">inclusions</span> in the slabs. Thermodynamic study reveals that <span class="hlt">inclusion</span> variations are related with the preferential reactions among Ca, Al2O3, and S and the precipitation of S in CaO-Al2O3 <span class="hlt">inclusions</span> with high sulfur capacity. New evaluation standards for calcium treatment in high-grade pipeline steel were put forward according to the <span class="hlt">inclusion</span> variations and requirements of pipeline steel on <span class="hlt">inclusion</span> controlling, and the calcium process was studied and optimized.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3535450','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3535450"><span><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://eric.ed.gov/?q=inclusion+AND+social&id=EJ928024','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&id=EJ928024"><span>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> </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('https://www.osti.gov/scitech/biblio/6633189','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/6633189"><span>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('https://eric.ed.gov/?q=inclusion+AND+social&id=EJ928024','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&id=EJ928024"><span>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://adsabs.harvard.edu/abs/2009JMoSt.928...99D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009JMoSt.928...99D"><span>Structure of an <span class="hlt">inclusive</span> <span class="hlt">compound</span> of bis(piperidinium-4-carboxylate)hydrogen semi-tartrate with water and methanol studied by X-ray diffraction, NMR, FTIR and DFT methods</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dega-Szafran, Z.; Fojud, Z.; Katrusiak, A.; Szafran, M.</p> <p>2009-06-01</p> <p>The complex consisting of two piperidine-4-carboxylic acid, L-tartaric acid, water and methanol molecules has been synthesized and characterized by X-ray diffraction, 1H, 13C NMR, 13C CP MAS NMR, FTIR spectra and DFT calculations. The title complex is composed of the following units: piperidinium-4-carboxylate (P4C), piperidinium-4-carboxylic acid (P4CH), semi-tartrate anion (TA), water and methanol; it crystallizes in orthorhombic space group P2 12 12 1. TA anions form infinite chains through the COOH···OOC hydrogen bond of 2.503(5) Å. The zwitterionic P4C molecules are linked by the N +H···OOC hydrogen bond of 2.780(5) Å into chains. The P4CH cation is a bridge between the TA and P4C chains. P4CH and P4C form a homoconjugated cation through the COOH···OOC hydrogen bonds of 2.559(5) Å. Water interacts with TA and P4CH, while methanol interacts only with water. In the optimized molecule of the (P4C) 2H·TA·H 2O·HOCH 3 complex, the components form a cyclic oligomer through four O-H···O and four N-H···O hydrogen bonds. The 1H and 13C NMR spectra elucidate the structure of the title complex in the aqueous solution. The 13C CP MAS NMR spectrum is consistent with the X-ray results. The FTIR spectrum confirms a very complex structure of the title <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=2&id=EJ1109519','ERIC'); return false;" href="https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=2&id=EJ1109519"><span>Relationships 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>Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia</p> <p>2016-01-01</p> <p>Climate in the classroom is one of the determining factors in the development of practices in <span class="hlt">Inclusive</span> Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=3&id=EJ1109442','ERIC'); return false;" href="https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=3&id=EJ1109442"><span>Collaborative Support 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>Sanahuja-Gavaldà, Josep M.; Olmos-Rueda, Patricia; Morón-Velasco, Mar</p> <p>2016-01-01</p> <p>Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards <span class="hlt">inclusion</span> often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teacher+AND+stereotypes&pg=4&id=EJ866737','ERIC'); return false;" href="http://eric.ed.gov/?q=teacher+AND+stereotypes&pg=4&id=EJ866737"><span><span class="hlt">Inclusion</span> on the Bookshelf</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jackson, Camille</p> <p>2009-01-01</p> <p>Three decades have passed since federal law mandated <span class="hlt">inclusion</span>--ending, officially at least, a system that segregated students with disabilities from the rest of the student population. The publishing world has yet to catch up. In children's books, characters with disabilities often inhabit their own separate world, where disability is the only…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=society+AND+poverty&pg=5&id=EJ758806','ERIC'); return false;" href="http://eric.ed.gov/?q=society+AND+poverty&pg=5&id=EJ758806"><span>Education 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>Preece, Julia</p> <p>2006-01-01</p> <p>Poverty can be both a consequence of, and contributory factor to, educational exclusion. This paper argues that poverty and exclusion are multidimensional. They require a multisectoral and multilevel approach in education if the most vulnerable sectors of society are to benefit from initiatives to turn exclusion into <span class="hlt">inclusion</span>. This paper also…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25447871','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25447871"><span>Bacterial <span class="hlt">inclusion</span> body purification.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Seras-Franzoso, Joaquin; Peternel, Spela; Cano-Garrido, Olivia; Villaverde, Antonio; García-Fruitós, Elena</p> <p>2015-01-01</p> <p>Purification of bacterial <span class="hlt">inclusion</span> bodies (IBs) is gaining importance due to the raising of novel applications for this type of submicron particulate protein clusters, with potential uses in the biomedical field among others. Here, we present two optimized methods to purify IBs adapting classical procedures to the material nature as well as the requirements of its final application.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150014984','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150014984"><span>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('https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=3&id=EJ1027358','ERIC'); return false;" href="https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=3&id=EJ1027358"><span><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://hdl.handle.net/2060/20170002886','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20170002886"><span>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>2017-01-01</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 intrinsic physical properties of the matrix.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED393278.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED393278.pdf"><span>Positive <span class="hlt">Inclusion</span> Experiences.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ensign, Arselia, Ed.</p> <p>1996-01-01</p> <p>This guide focuses on the use of low-end technology to make education more <span class="hlt">inclusive</span> for children and adolescents with disabilities. The definition of "assistive technology" is discussed, and low-end technology is defined as simple modification/adaptation of toys and games, design and construction of simple switching devices, and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teacher+AND+learning+AND+disorders&pg=4&id=EJ1109519','ERIC'); return false;" href="http://eric.ed.gov/?q=teacher+AND+learning+AND+disorders&pg=4&id=EJ1109519"><span>Relationships 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>Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia</p> <p>2016-01-01</p> <p>Climate in the classroom is one of the determining factors in the development of practices in <span class="hlt">Inclusive</span> Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Hyper+AND+text&pg=3&id=EJ866737','ERIC'); return false;" href="https://eric.ed.gov/?q=Hyper+AND+text&pg=3&id=EJ866737"><span><span class="hlt">Inclusion</span> on the Bookshelf</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jackson, Camille</p> <p>2009-01-01</p> <p>Three decades have passed since federal law mandated <span class="hlt">inclusion</span>--ending, officially at least, a system that segregated students with disabilities from the rest of the student population. The publishing world has yet to catch up. In children's books, characters with disabilities often inhabit their own separate world, where disability is the only…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+educational&pg=4&id=EJ736489','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=4&id=EJ736489"><span>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('https://eric.ed.gov/?q=%22educational+trajectories%22&pg=4&id=EJ1095043','ERIC'); return false;" href="https://eric.ed.gov/?q=%22educational+trajectories%22&pg=4&id=EJ1095043"><span>Against Being <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>Carlson, Jeffrey</p> <p>2016-01-01</p> <p>The term "<span class="hlt">inclusive</span> excellence," made popular by the Association of American Colleges and Universities and adopted by many schools across the country is in some ways unfortunate, in that the concept of "including," arguably, assumes the priority and ongoing dominance of a given reality into which one may (or may not) be granted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16046225','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16046225"><span>Optimization of <span class="hlt">inclusive</span> fitness.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Grafen, Alan</p> <p>2006-02-07</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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=PEER+AND+TUTORING&pg=3&id=EJ908477','ERIC'); return false;" href="https://eric.ed.gov/?q=PEER+AND+TUTORING&pg=3&id=EJ908477"><span>Peer Tutoring 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>Temple, Viviene A.; Lynnes, Michelle D.</p> <p>2008-01-01</p> <p>Peer tutoring is a pedagogical technique that has promise to improve outcomes for students with a disability within existing resource constraints. Published empirically-based papers on peer-tutoring were descriptively analysed. Synthesis of these studies revealed that peer tutoring is effective in <span class="hlt">inclusive</span> physical education contexts. Evidence…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22The+power%22+OR+less&pg=2&id=EJ1095043','ERIC'); return false;" href="http://eric.ed.gov/?q=%22The+power%22+OR+less&pg=2&id=EJ1095043"><span>Against Being <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>Carlson, Jeffrey</p> <p>2016-01-01</p> <p>The term "<span class="hlt">inclusive</span> excellence," made popular by the Association of American Colleges and Universities and adopted by many schools across the country is in some ways unfortunate, in that the concept of "including," arguably, assumes the priority and ongoing dominance of a given reality into which one may (or may not) be granted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ENVIRONMENTS+AND+WORKING+AND+HEALTHY&pg=7&id=EJ703310','ERIC'); return false;" href="http://eric.ed.gov/?q=ENVIRONMENTS+AND+WORKING+AND+HEALTHY&pg=7&id=EJ703310"><span><span class="hlt">Inclusion</span> Strategies that Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hammel, Alice M.</p> <p>2004-01-01</p> <p>Many school systems are moving toward an <span class="hlt">inclusion</span> model for teaching special learners in which all students are included in general classrooms. The basic premise is that all students should first be placed in the general classroom. Students receive as many necessary supplementary aids and services as possible in the general classroom, and then,…</p> </li> </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=inclusive+AND+education+AND+children+AND+autism+AND+spectrum+AND+disorder&pg=3&id=EJ1109442','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education+AND+children+AND+autism+AND+spectrum+AND+disorder&pg=3&id=EJ1109442"><span>Collaborative Support 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>Sanahuja-Gavaldà, Josep M.; Olmos-Rueda, Patricia; Morón-Velasco, Mar</p> <p>2016-01-01</p> <p>Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards <span class="hlt">inclusion</span> often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cabello&pg=2&id=EJ695603','ERIC'); return false;" href="https://eric.ed.gov/?q=cabello&pg=2&id=EJ695603"><span>Moving Toward <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>Burstein, N.; Sears, S.; Wilcoxen, A.; Cabello, B.; Spagna, M.</p> <p>2004-01-01</p> <p>In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote <span class="hlt">inclusive</span> practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JPhCS.762a2045L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JPhCS.762a2045L"><span><span class="hlt">Inclusive</span> Flavour Tagging Algorithm</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Likhomanenko, Tatiana; Derkach, Denis; Rogozhnikov, Alex</p> <p>2016-10-01</p> <p>Identifying the flavour of neutral B mesons production is one of the most important components needed in the study of time-dependent CP violation. The harsh environment of the Large Hadron Collider makes it particularly hard to succeed in this task. We present an <span class="hlt">inclusive</span> flavour-tagging algorithm as an upgrade of the algorithms currently used by the LHCb experiment. Specifically, a probabilistic model which efficiently combines information from reconstructed vertices and tracks using machine learning is proposed. The algorithm does not use information about underlying physics process. It reduces the dependence on the performance of lower level identification capacities and thus increases the overall performance. The proposed <span class="hlt">inclusive</span> flavour-tagging algorithm is applicable to tag the flavour of B mesons in any proton-proton experiment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15456973','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15456973"><span>Microvillous <span class="hlt">inclusion</span> disease.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kucinskiene, Rūta; Janciauskas, Dainius; Puzas, Antanas; Adamonis, Kestutis</p> <p>2004-01-01</p> <p>Congenital defects in the intestinal mucosa can provoke diarrhea in the neonatal period. This kind of diarrhea is difficult to treat and the outcome is bad if intestinal transplantation is not done. We describe the case of newborn female with severe protracted secretory diarrhea, which started after first oral intake of breast milk. The newborn presented with severe dehydration and persistent metabolic acidosis though potential treatment was not stopped. Endoscopy with the biopsies from the distal part of duodenum mucosa was done on the third week of life. Histological examination revealed the pathological mucosa with the total microvillous atrophy, surface epithelium thinning and histochemical PAS (Periodic acid-Schiff reaction) positivity of enterocytes apical region. These changes are typical for rare microvillous <span class="hlt">inclusion</span> disease. When the diagnosis of microvillous <span class="hlt">inclusion</span> disease is made, the only treatment is total parenteral nutrition and intestinal transplantation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=curriculum+AND+educational+AND+school+AND+military&pg=3&id=EJ729650','ERIC'); return false;" href="http://eric.ed.gov/?q=curriculum+AND+educational+AND+school+AND+military&pg=3&id=EJ729650"><span>Making <span class="hlt">Inclusion</span> 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>Villa, Jennifer; Colker, Laura</p> <p>2006-01-01</p> <p><span class="hlt">Inclusion</span> is an oft-used buzzword in education. It is also a concept that the author highly values and wants to be a part of her teaching. She feels she would not be teaching to her potential if she was not able to reach all students. She truly wants a classroom in which all children have access. The author was a Sure Start teacher at a U.S.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22700649','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22700649"><span>Renal pathophysiologic role of cortical tubular <span class="hlt">inclusion</span> bodies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Radi, Zaher A; Stewart, Zachary S; Grzemski, Felicity A; Bobrowski, Walter F</p> <p>2013-01-01</p> <p>Renal tubular <span class="hlt">inclusion</span> bodies are rarely associated with drug administration. The authors describe the finding of renal cortical tubular intranuclear and intracytoplasmic <span class="hlt">inclusion</span> bodies associated with the oral administration of a norepinephrine/serotonin reuptake inhibitor (NSRI) test article in Sprague-Dawley (SD) rats. Rats were given an NSRI daily for 4 weeks, and kidney histopathologic, ultrastructural pathology, and immunohistochemical examinations were performed. Round eosinophilic intranuclear <span class="hlt">inclusion</span> bodies were observed histologically in the tubular epithelial cells of the renal cortex in male and female SD rats given the NSRI <span class="hlt">compound</span>. No evidence of degeneration or necrosis was noted in the <span class="hlt">inclusion</span>-containing renal cells. By ultrastructural pathology, <span class="hlt">inclusion</span> bodies consisted of finely granular, amorphous, and uniformly stained nonmembrane-bound material. By immunohistochemistry, <span class="hlt">inclusion</span> bodies stained positive for d-amino acid oxidase (DAO) protein. In addition, similar <span class="hlt">inclusion</span> bodies were noted in the cytoplasmic tubular epithelial compartment by ultrastructural and immunohistochemical examination.  This is the first description of these renal <span class="hlt">inclusion</span> bodies after an NSRI test article administration in SD rats. Such drug-induced renal <span class="hlt">inclusion</span> bodies are rat-specific, do not represent an expression of nephrotoxicity, represent altered metabolism of d-amino acids, and are not relevant to human safety risk assessment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Italy&id=EJ1077451','ERIC'); return false;" href="http://eric.ed.gov/?q=Italy&id=EJ1077451"><span><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('https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=6&id=EJ944075','ERIC'); return false;" href="https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=6&id=EJ944075"><span>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('https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=EJ1077451','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=EJ1077451"><span><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://eric.ed.gov/?q=dead+AND+ends&pg=5&id=EJ501159','ERIC'); return false;" href="http://eric.ed.gov/?q=dead+AND+ends&pg=5&id=EJ501159"><span>Working through the <span class="hlt">Inclusion</span> Maze.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henderson, Michelle</p> <p>1994-01-01</p> <p>Suggests that if <span class="hlt">inclusion</span> programs are implemented correctly, students with special needs will begin to have more success stories, which will help educators find a pathway out of the dead ends of the <span class="hlt">inclusion</span> maze. (RS)</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>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.ncbi.nlm.nih.gov/pubmed/15586471','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15586471"><span>Normalizing difference in <span class="hlt">inclusive</span> teaching.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Baglieri, Susan; Knopf, Janice H</p> <p>2004-01-01</p> <p><span class="hlt">Inclusion</span> practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although <span class="hlt">inclusion</span> is a moral imperative in promoting social justice, some <span class="hlt">inclusive</span> practices continue to marginalize students with disabilities. A truly <span class="hlt">inclusive</span> school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%223d+printing%22+OR+%224d+printing%22+OR+manufacturing+OR+%22new+opportunities+in+manufacturing%22+OR+%22+south+korea%22&pg=7&id=EJ1037656','ERIC'); return false;" href="http://eric.ed.gov/?q=%223d+printing%22+OR+%224d+printing%22+OR+manufacturing+OR+%22new+opportunities+in+manufacturing%22+OR+%22+south+korea%22&pg=7&id=EJ1037656"><span><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('https://eric.ed.gov/?q=inclusive+AND+education&id=EJ1037656','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&id=EJ1037656"><span><span class="hlt">Inclusive</span> Education in South Korea</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kim, Yong-Wook</p> <p>2014-01-01</p> <p>The purpose of this paper is to examine the current implementation of <span class="hlt">inclusive</span> education in South Korea and discuss its challenges. The history of special education is first described followed by an introduction to policies relevant to special and <span class="hlt">inclusive</span> education. Next, a critical discussion of the state of <span class="hlt">inclusive</span> education follows built…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bureaucracy+AND+leadership&id=EJ1109413','ERIC'); return false;" href="http://eric.ed.gov/?q=bureaucracy+AND+leadership&id=EJ1109413"><span><span class="hlt">Inclusive</span> Education under Collectivistic Culture</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Futaba, Yasuko</p> <p>2016-01-01</p> <p>This paper addresses how <span class="hlt">inclusive</span> education under collective culture is possible. <span class="hlt">Inclusive</span> education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in <span class="hlt">inclusive</span> education can be…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309','ERIC'); return false;" href="https://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309"><span>Developing <span class="hlt">Inclusive</span> Schools: A Guide.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hoskins, Barbara</p> <p></p> <p>This workbook provides practical information for developing and implementing <span class="hlt">inclusive</span> school programs through understanding the educator role, using effective problem-solving strategies, and developing a support network to meet the challenges of <span class="hlt">inclusion</span>. Ten chapters cover the following topics: (1) effective <span class="hlt">inclusion</span> (an analysis of the trend…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=239642','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=239642"><span><span class="hlt">Inclusion</span> bodies in Plesiomonas shigelloides.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pastian, M R; Bromel, M C</p> <p>1984-01-01</p> <p><span class="hlt">Inclusion</span> bodies were discovered in seven environmental isolates of Plesiomonas shigelloides and the P. shigelloides control (ATCC 14029). Differential staining indicated that the <span class="hlt">inclusion</span> bodies may be composed of polyphosphates, and developmental stages of the bodies may occur. The <span class="hlt">inclusion</span> bodies may be useful for rapid presumptive identification of this organism. Images PMID:6320723</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=japanese+AND+foreign+AND+policy&pg=7&id=EJ1109413','ERIC'); return false;" href="https://eric.ed.gov/?q=japanese+AND+foreign+AND+policy&pg=7&id=EJ1109413"><span><span class="hlt">Inclusive</span> Education under Collectivistic Culture</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Futaba, Yasuko</p> <p>2016-01-01</p> <p>This paper addresses how <span class="hlt">inclusive</span> education under collective culture is possible. <span class="hlt">Inclusive</span> education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in <span class="hlt">inclusive</span> education can be…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED408738.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED408738.pdf"><span>Assistive Technology & <span class="hlt">Inclusion</span>. Issue Brief.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sax, Caren; And Others</p> <p></p> <p>This paper uses a case study of the <span class="hlt">inclusion</span> of a deaf-blind child with cognitive disabilities to explain principles of applying assistive technology in <span class="hlt">inclusive</span> educational settings. The 12-year-old's progress from a special school four years previously to full <span class="hlt">inclusion</span> is recounted with emphasis on use of such adaptive equipment as adapted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309','ERIC'); return false;" href="http://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309"><span>Developing <span class="hlt">Inclusive</span> Schools: A Guide.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hoskins, Barbara</p> <p></p> <p>This workbook provides practical information for developing and implementing <span class="hlt">inclusive</span> school programs through understanding the educator role, using effective problem-solving strategies, and developing a support network to meet the challenges of <span class="hlt">inclusion</span>. Ten chapters cover the following topics: (1) effective <span class="hlt">inclusion</span> (an analysis of the trend…</p> </li> </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=o%27brien%2c+AND+william&pg=2&id=ED461198','ERIC'); return false;" href="http://eric.ed.gov/?q=o%27brien%2c+AND+william&pg=2&id=ED461198"><span><span class="hlt">Inclusion</span>: A Guide for 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>Stainback, Susan, Ed.; Stainback, William, Ed.</p> <p></p> <p>This book discusses the <span class="hlt">inclusion</span> of students with disabilities in general education classrooms and describes strategies that enhance the social success and educational achievement for all students. Section 1 provides an introduction to <span class="hlt">inclusion</span> and contains the following chapters: "Rationale for <span class="hlt">Inclusive</span> Schooling" (Anastasios Karagiannis and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4114289','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4114289"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/25120514','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25120514"><span>Singing and social <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1448289','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1448289"><span>Policies of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fairchild, Amy L.</p> <p>2004-01-01</p> <p>The racial politics of immigration have punctuated national discussions about immigration at different periods in US history, particularly when concerns about losing an American way of life or American population have coincided with concerns about infectious diseases. Nevertheless, the main theme running through American immigration policy is one of <span class="hlt">inclusion</span>. The United States has historically been a nation reliant on immigrant labor and, accordingly, the most consequential public policies regarding immigration have responded to disease and its economic burdens by seeking to control the behavior of immigrants within our borders rather than excluding immigrants at our borders. PMID:15053996</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27534311','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27534311"><span>Can We Build <span class="hlt">Inclusion</span>?</span></a></p> <p><a target="_blank" href="https://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('https://ntrs.nasa.gov/search.jsp?R=19830040088&hterms=plano&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dplano','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19830040088&hterms=plano&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dplano"><span>Fluid <span class="hlt">inclusions</span> in stony meteorites</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Warner, J. L.; Ashwal, L. D.; Bergman, S. C.; Gibson, E. K., Jr.; Henry, D. J.; Lee-Berman, R.; Roedder, E.; Belkin, H. E.</p> <p>1983-01-01</p> <p>The fluid <span class="hlt">inclusions</span> presently described for five stony meteorites brings to seven the number of such meteorites confirmed. Homogenization temperatures are reproducible in each <span class="hlt">inclusion</span>, and range from 25 C to over 225 C, with some vapor plus liquid <span class="hlt">inclusions</span> remaining at 225 C, the highest temperature in these microthermometric experiments. Upon cooling, the fluid in some <span class="hlt">inclusions</span> appears to freeze, as indicated by deformation and immobilization of the vapor bubble at low temperatures. Melting temperatures are by contrast difficult to observe and are not reproducible. Microthermometric data for the fluid in diogenite ALPHA 77256 and <span class="hlt">inclusions</span> in four chondrites suggest that the fluid is aqueous, with a high solute content.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23174886','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23174886"><span>Complex anion <span class="hlt">inclusion</span> <span class="hlt">compounds</span>: flexible anion-exchange materials.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Williams, Edward R; Leithall, Rebecca M; Raja, Robert; Weller, Mark T</p> <p>2013-01-11</p> <p>Copper chloropyrophosphate frameworks have been synthesised with a wide variety of complex inorganic anions trapped in a large, flexible, one-dimensional pore, with anions including chloride, bromide, phosphate and the complex metal halo-anions PtCl(4)(2-), PdBr(4)(2-), CuCl(4)(2-) and AuCl(4)(-).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2798316','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2798316"><span>Testosterone in <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-containing formulation: behavioral and physiological effects of episode-like pulses in rats.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Taylor, G T; Weiss, J; Pitha, J</p> <p>1989-07-01</p> <p>Testosterone, administered in the form of an <span class="hlt">inclusion</span> complex with 2-hydroxypropyl-beta-cyclodextrin by subcutaneous injection, enters the circulation in a manner markedly similar to the natural episodic release by the testes. The effects of a regimen of once-a-day administration of complexed testosterone to adult (castrated or intact) rats and to senescent (intact) rats were investigated. Although this procedure left the castrated animals with concentrations of circulatory hormone far below physiological levels for much of the day, a significant improvement in androgen-sensitive behavior and physiology was obtained. Furthermore, the testosterone effects were more pronounced when high doses were used periodically rather than when the same total amount of testosterone was equally divided among doses. The same supplementation to intact rats intensified androgen-sensitive behavior and physiology over normal levels. In senescent rats uniform pulses of the testosterone complex also improved behavior and physiology. Specifically, spermatogenesis was stimulated and, notably, the treatment increased muscle weight without substantial enlargement of the prostate. Since the testosterone-cyclodextrin complex also can be effectively administered as a sublingual tablet, the data suggest that similar regimens may be recommended for elderly men suffering from decreases in muscle mass.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD0261971','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD0261971"><span>TRIFLUOROMETHYL <span class="hlt">COMPOUNDS</span> OF GERMANIUM</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p></p> <p>FLUORIDES, *GERMANIUM <span class="hlt">COMPOUNDS</span>, *HALIDES, *ORGANOMETALLIC <span class="hlt">COMPOUNDS</span>, ALKYL RADICALS, ARSENIC <span class="hlt">COMPOUNDS</span>, CHEMICAL BONDS, CHEMICAL REACTIONS ...CHLORIDES, CHLORINE <span class="hlt">COMPOUNDS</span>, HYDROLYSIS, IODIDES, METHYL RADICALS, POTASSIUM <span class="hlt">COMPOUNDS</span>, PYROLYSIS, STABILITY, SYNTHESIS, TIN <span class="hlt">COMPOUNDS</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/5334629','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/5334629"><span>Gage <span class="hlt">inclusion</span> experiments</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Smith, C.W.</p> <p>1989-01-01</p> <p>To make field measurements of the free-field radial stress, we typically drill holes in the host rock and couple the gages to the rock with a grout material. Usually there is a mismatch of the mechanical properties of gage, installation grout, and host rock. The mismatch may produce peak values that are different from the free-field values and distort the waveshapes. This is the gage <span class="hlt">inclusion</span> problem. To investigate this effect and provide data for comparison with modeling calculations, we have fielded pairs of gages in which the gage package or the installation technique differed between the pairs. Experiments were conducted in four environments: wet tunnel bed tuff, a block of DSRM2 grout, Yuma soil, and partially saturated tuff. Data suggest that: (1) at stresses below one kilobar in wet tuff, specific gage types will show peak amplitudes of 65 to 70% of the peaks, and reduced impulses, shown by other gage types, (2) there are negligible <span class="hlt">inclusion</span> effects at the two kilobar level in DSRM2 grout, (3) a gage package with a wave transit time longer than the risetime of the incident stress wave may overregister and distort the waveshape, and (4) geometry effects -- a hole versus a slot -- can generate different peak values. 5 refs., 15 figs., 2 tabs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982668','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982668"><span><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('https://www.ncbi.nlm.nih.gov/pubmed/26395638','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26395638"><span>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="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23241690','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23241690"><span><span class="hlt">Inclusive</span> indoor play: an approach to developing <span class="hlt">inclusive</span> design guidelines.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mullick, Abir</p> <p>2013-01-01</p> <p>The purpose of the <span class="hlt">Inclusive</span> Indoor Play study was to learn about indoor play and develop design guidelines to inform design of <span class="hlt">inclusive</span> playthings. Children with and without disabilities, parents, teachers, therapists, daycare owners and designers. Focus group interviews; Children's drawings; and Indoor play simulation. The major findings suggest that: 1) play should encourage a child's creativity and develop imagination, 2) <span class="hlt">inclusive</span> play concept must be employed to design playthings for children with wide age group, 3) <span class="hlt">inclusive</span> designs improve usability, broaden market appeal, and increase user base, and 4) customizable playthings help children with and without disabilities personalize play situations. Three play principles provide new directions to designing <span class="hlt">inclusive</span> playthings: 1) offer many play opportunities, 2) provide many modes of play, and 3) include many levels of play challenges. <span class="hlt">Inclusive</span> Design Guidelines were developed from the findings of three studies: Focus group interviews, Children's drawings, and Play simulation. The guidelines served as useful tools for <span class="hlt">inclusive</span> design and they were employed to design of six indoor playthings. The playthings were instrumental in promoting social <span class="hlt">inclusion</span> and they met the criteria of the <span class="hlt">Inclusive</span> Indoor Play project.</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><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://pubs.er.usgs.gov/publication/70013893','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70013893"><span>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.; 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('https://www.ncbi.nlm.nih.gov/pubmed/27302587','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27302587"><span>Evaluation of <span class="hlt">a</span> <span class="hlt">Cyclodextrin</span>-silica Hybrid Microporous Composite for the Solid-phase Extraction of Polycyclic Aromatic Hydrocarbons.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Soler-Seguí, Salomé; Belenguer-Sapiña, Carolinakn-Aut-Sei; Amorós, Pedro; Mauri-Aucejo, Adela</p> <p>2016-01-01</p> <p>Solid-phase extraction (SPE) coupled with high-performance liquid chromatography (HPLC) with fluorescence detection were employed to determine trace polycyclic aromatic hydrocarbons in water samples. In this way, the use of cartridges containing cyclodextrin-silica hybrid microporous solid phases was proposed. The experimental results indicated that the method provided relative standard deviations of below 15% and detection limits recorded were 12, 1.2, 12, 38, 4, 6 and 4 ng L(-1) for benzo[b]fluoranthene, benzo[k]fluoranthene, benzo[g,h,i]perylene, indeno[1,2,3]pyrene, benzo[a]pyrene, dibenzo[a,h]anthracene and benzo[a]anthracene, respectively. Moreover, the method was successfully applied for the determination of these organic <span class="hlt">compounds</span> in water samples, where they were found to be in the 7 to 580 ng L(-1) range. It can be concluded that the major advantages of cyclodextrin-silica hybrid microporous solid phases are that they reduce the consumption and the toxicity of the solvent and the time consumption of the sample treatment step.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=queer+AND+families&pg=3&id=EJ908239','ERIC'); return false;" href="http://eric.ed.gov/?q=queer+AND+families&pg=3&id=EJ908239"><span>Len Barton, <span class="hlt">Inclusion</span> and Critical Disability Studies: Theorising Disabled Childhoods</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Goodley, Dan; Runswick-Cole, Katherine</p> <p>2010-01-01</p> <p>Len Barton has pioneered the sociological study of education in the areas of disability studies and <span class="hlt">inclusive</span> education. This paper addresses an argument developed by Len Barton that social exclusion, of which disablism is one element, (1) has many <span class="hlt">compounding</span> forms of differing exclusions, (2) is not a natural but a socially constructed process,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=philosophy+AND+design&pg=7&id=EJ842560','ERIC'); return false;" href="https://eric.ed.gov/?q=philosophy+AND+design&pg=7&id=EJ842560"><span><span class="hlt">Inclusion</span> by Design: Engineering <span class="hlt">Inclusive</span> Practices in 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>Dukes, Charles; Lamar-Dukes, Pamela</p> <p>2009-01-01</p> <p>In order to help teachers understand the importance of intentional design for <span class="hlt">inclusive</span> education, this article describes the design process an engineer might use when designing a new project. If teachers learn to think like engineers, it is possible for them to design <span class="hlt">inclusive</span> education. This conceptual design can then be combined with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ833686.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ833686.pdf"><span><span class="hlt">Inclusion</span> in the East: Chinese Students' 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>Malinen, Olli-Pekka; Savolainen, Hannu</p> <p>2008-01-01</p> <p>A sample of 523 Chinese university students was given a questionnaire on their attitudes towards the <span class="hlt">inclusion</span> of children with disabilities into regular classrooms. Factor analysis, analysis of variance, t-test and correlations were used to assess the respondents' general attitude towards <span class="hlt">inclusion</span>, the factor structure of the attitudes, the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+inclusion+AND+secondary+AND+school&pg=6&id=EJ954385','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+inclusion+AND+secondary+AND+school&pg=6&id=EJ954385"><span>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> </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://eric.ed.gov/?q=frost&pg=4&id=EJ869869','ERIC'); return false;" href="http://eric.ed.gov/?q=frost&pg=4&id=EJ869869"><span><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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Aberdeen&id=EJ1010973','ERIC'); return false;" href="http://eric.ed.gov/?q=Aberdeen&id=EJ1010973"><span>Enacting <span class="hlt">Inclusion</span> : A Framework for Interrogating <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>Florian, Lani; Spratt, Jennifer</p> <p>2013-01-01</p> <p>This study reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of <span class="hlt">inclusive</span> pedagogy. <span class="hlt">Inclusive</span> pedagogy is an approach to teaching and learning that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=people+AND+lie&pg=5&id=EJ843664','ERIC'); return false;" href="http://eric.ed.gov/?q=people+AND+lie&pg=5&id=EJ843664"><span>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,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=seed+AND+growth&pg=3&id=EJ843664','ERIC'); return false;" href="https://eric.ed.gov/?q=seed+AND+growth&pg=3&id=EJ843664"><span>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,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4115580','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4115580"><span><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('https://www.ncbi.nlm.nih.gov/pubmed/27922498','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27922498"><span><span class="hlt">Inclusion</span> Body Myositis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Greenberg, Steven A</p> <p>2016-12-01</p> <p><span class="hlt">Inclusion</span> body myositis (IBM) is an enigmatic progressive disease of skeletal muscle. This review provides a summary of the clinical and pathophysiologic aspects of IBM. The development of diagnostic blood testing for IBM followed from the discovery of a B-cell pathway in IBM muscle and circulating autoantibodies against NT5C1A, further establishing IBM's status as an autoimmune disease. The key role of cytotoxic T cells in IBM is further supported by the identification of a link between IBM and T-cell large granular lymphocytic leukemia. The testing of research diagnostic criteria in patients is improving its accuracy. Increases in estimated prevalences may be due to a combination of true increases and improved recognition of disease. IBM has high unmet medical need. Advances in the mechanistic understanding of IBM as an autoimmune disease will drive effective therapeutic approaches. The identification of a B-cell pathway has resulted in the first identification of an IBM autoantigen and emphasized its status as an autoimmune disease. The recognition that large granular lymphocyte CD8+ T-cell expansions are present in both blood and muscle provides additional biomarkers for IBM and suggests a mechanistic relationship to the neoplastic disease T-cell large granular lymphocytic leukemia.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26687387','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26687387"><span>Substitution of egg yolk by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-cholesterol complex allows a reduction of the glycerol concentration into the freezing medium of equine sperm.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Blommaert, Didier; Franck, Thierry; Donnay, Isabelle; Lejeune, Jean-Philippe; Detilleux, Johann; Serteyn, Didier</p> <p>2016-02-01</p> <p>The aim of this work was to completely replace the egg yolk a classical diluent for freezing equine semen by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-cholesterol complex. At the same time, the reduction in the glycerol content used for cryopreservation and the incubation time between sperm and the freezing media were evaluated. Horse ejaculates were frozen with four different freezing extenders: a frozen reference medium (IF) containing egg yolk and 2.5% glycerol and media without egg yolk but supplemented with 1.5 mg 2-hydroxypropyl-beta-cyclodextrin cholesterol (HPβCD-C) complex and containing either 1% (G1), 2% (G2) or 3% glycerol (G3). Three incubation times (90, 120 and 180 min) at 4 °C between the fresh semen and the different media were tested before freezing. Viability and motility analyses were performed with computer assisted semen analysis (CASA). Results showed that the freezing media containing the HPβCD-C complex with 1%, 2% and 3% glycerol significantly improve the 3 in vitro parameters of post thawing semen quality (viability, progressive and total mobilities) compared to IF. The best improvement of the parameters was obtained with G1 medium and the longest contact time. The substitution of egg yolk by HPβCD-C complex allows the decrease of protein charge of the medium while favouring the cholesterol supply to membrane spermatozoa offering it a better resistance to osmotic imbalance and a better tolerance to the glycerol toxicity. Our results highlight that the egg yolk of an extender for the freezing of horse semen can be completely substituted by HPβCD-C complex.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=economic+AND+security&pg=5&id=EJ782699','ERIC'); return false;" href="http://eric.ed.gov/?q=economic+AND+security&pg=5&id=EJ782699"><span>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=definition+AND+service&pg=7&id=EJ1103442','ERIC'); return false;" href="http://eric.ed.gov/?q=definition+AND+service&pg=7&id=EJ1103442"><span>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=inclusion+AND+social&pg=2&id=EJ928025','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ928025"><span>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://adsabs.harvard.edu/abs/2015NatPh..11...82S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015NatPh..11...82S"><span>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://files.eric.ed.gov/fulltext/ED571999.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED571999.pdf"><span>Creative Educational Practices 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>Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci</p> <p>2014-01-01</p> <p><span class="hlt">Inclusion</span> of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the <span class="hlt">inclusion</span> of these children could…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Inclusive+AND+education+AND+Malaysia%3a+AND+policy+AND+practice&id=EJ1064170','ERIC'); return false;" href="https://eric.ed.gov/?q=Inclusive+AND+education+AND+Malaysia%3a+AND+policy+AND+practice&id=EJ1064170"><span><span class="hlt">Inclusion</span> in Malaysian Integrated Preschools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A.</p> <p>2015-01-01</p> <p><span class="hlt">Inclusive</span> education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of <span class="hlt">inclusive</span> education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=physical+AND+activity+AND+disability&pg=3&id=EJ849554','ERIC'); return false;" href="http://eric.ed.gov/?q=physical+AND+activity+AND+disability&pg=3&id=EJ849554"><span>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://files.eric.ed.gov/fulltext/EJ1102730.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1102730.pdf"><span>Promoting <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>Djietror, Beauty B. K.; Okai, Edward; Kwapong, Olivia A. T. Frimpong</p> <p>2011-01-01</p> <p><span class="hlt">Inclusive</span> education is critical for nation building. The government of Ghana has put in measures for promoting <span class="hlt">inclusion</span> from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=6&id=EJ1033002','ERIC'); return false;" href="http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=6&id=EJ1033002"><span>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('https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=EJ1103440','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=EJ1103440"><span>Early Childhood <span class="hlt">Inclusion</span> in Spain</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Giné, Climent; Balcells-Balcells, Anna; Cañadas, Margarita; Paniagua, Gema</p> <p>2016-01-01</p> <p>This article describes early childhood <span class="hlt">inclusion</span> in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and <span class="hlt">inclusion</span> at this stage. Second, current policies and practices relating…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Education+AND+law&pg=2&id=EJ1103442','ERIC'); return false;" href="https://eric.ed.gov/?q=Education+AND+law&pg=2&id=EJ1103442"><span>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('https://eric.ed.gov/?q=physical+AND+disability+AND+sport&pg=4&id=EJ849554','ERIC'); return false;" href="https://eric.ed.gov/?q=physical+AND+disability+AND+sport&pg=4&id=EJ849554"><span>Friendship in <span class="hlt">Inclusive</span> Physical Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seymour, Helena; Reid, Greg; Bloom, Gordon A.</p> <p>2009-01-01</p> <p>Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of <span class="hlt">inclusive</span> education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in <span class="hlt">inclusive</span> physical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1064170','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1064170"><span><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> </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('https://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ928025','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ928025"><span>Social <span class="hlt">Inclusion</span> and Metrolingual Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Otsuji, Emi; Pennycook, Alastair</p> <p>2011-01-01</p> <p>In this paper, we explore the implications of metrolingual language practices for how we understand social <span class="hlt">inclusion</span>. A vision of social <span class="hlt">inclusion</span> that includes bi- and multilingual capacities may comprise an appreciation of a diversity of languages other than English, and the skills and capabilities of multilingual language users, yet it is all…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=offer+AND+acceptance&pg=5&id=EJ1103440','ERIC'); return false;" href="http://eric.ed.gov/?q=offer+AND+acceptance&pg=5&id=EJ1103440"><span>Early Childhood <span class="hlt">Inclusion</span> in Spain</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Giné, Climent; Balcells-Balcells, Anna; Cañadas, Margarita; Paniagua, Gema</p> <p>2016-01-01</p> <p>This article describes early childhood <span class="hlt">inclusion</span> in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and <span class="hlt">inclusion</span> at this stage. Second, current policies and practices relating…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=saylor&qs=N%3D0%26Ntk%3DAuthor-Name%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dsaylor','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=saylor&qs=N%3D0%26Ntk%3DAuthor-Name%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dsaylor"><span>Fluid <span class="hlt">Inclusions</span> in Carbonaceous Chondrites</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Saylor, J.; Zolensky, M. E.; Bodnar, R. J.; Le L.; Schwandt, C.</p> <p>2001-01-01</p> <p>Fluid <span class="hlt">inclusions</span> are present in carbonaceous chondrites. Of the chondrites studied (CI1, CM1 and 2, CV3) fluid <span class="hlt">inclusions</span> were found only in CM2s and CI1s, and by extrapolation are most likely to be found there in the future. Additional information is contained in the original extended abstract.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1013835','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1013835"><span>Polybenzimidazole <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Klaehn, John R.; Peterson, Eric S.; Wertsching, Alan K.; Orme, Christopher J.; Luther, Thomas A.; Jones, Michael G.</p> <p>2010-08-10</p> <p>A PBI <span class="hlt">compound</span> that includes imidazole nitrogens, at least a portion of which are substituted with an organic-inorganic hybrid moiety. At least 85% of the imidazole nitrogens may be substituted. The organic-inorganic hybrid moiety may be an organosilane moiety, for example, (R)Me.sub.2SiCH.sub.2--, where R is selected from among methyl, phenyl, vinyl, and allyl. The PBI <span class="hlt">compound</span> may exhibit similar thermal properties in comparison to the unsubstituted PBI. The PBI <span class="hlt">compound</span> may exhibit a solubility in an organic solvent greater than the solubility of the unsubstituted PBI. The PBI <span class="hlt">compound</span> may be included in separatory media. A substituted PBI synthesis method may include providing a parent PBI in a less than 5 wt % solvent solution. Substituting may occur at about room temperature and/or at about atmospheric pressure. Substituting may use at least five equivalents in relation to the imidazole nitrogens to be substituted or, preferably, about fifteen equivalents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1032876','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1032876"><span>Polybenzimidazole <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Klaehn, John R; Peterson, Eric S; Orme, Christopher J; Jones, Michael G; Wertsching, Alan K; Luther, Thomas A; Trowbridge, Tammy L</p> <p>2011-11-22</p> <p>A PBI <span class="hlt">compound</span> includes imidazole nitrogens at least a portion of which are substituted with a moiety containing a carbonyl group, the substituted imidazole nitrogens being bonded to carbon of the carbonyl group. At least 85% of the nitrogens may be substituted. The carbonyl-containing moiety may include RCO--, where R is alkoxy or haloalkyl. The PBI <span class="hlt">compound</span> may exhibit a first temperature marking an onset of weight loss corresponding to reversion of the substituted PBI that is less than a second temperature marking an onset of decomposition of an otherwise identical PBI <span class="hlt">compound</span> without the substituted moiety. The PBI <span class="hlt">compound</span> may be included in separatory media. A substituted PBI synthesis method may include providing a parent PBI in a less than 5 wt % solvent solution. Substituting may use more than 5 equivalents in relation to the imidazole nitrogens to be substituted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ985992','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ985992"><span>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('https://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ985992','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ985992"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/23002899','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23002899"><span>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="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bigby, Christine</p> <p>2012-12-01</p> <p>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. A systematic literature review examined how social <span class="hlt">inclusion</span> of people with intellectual disability and challenging behaviour has been researched and operationalised in the empirical literature, and aimed to determine what evidence exists about the extent of social <span class="hlt">inclusion</span> by people with intellectual disability and challenging behaviour. A thematic analysis of the 14 papers identified that social <span class="hlt">inclusion</span> has been poorly defined and measured, and that the little research that has occurred in respect of people with challenging behaviour has demonstrated their potential to be socially included. Clearer conceptualisation of <span class="hlt">inclusion</span>, and greater understanding of practices that support social <span class="hlt">inclusion</span> and system level mechanisms, which ensure goals around <span class="hlt">inclusion</span> gain prominence in funding and support plans, may address the neglect of this critical quality-of-life domain for people with challenging behaviour.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11541990','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11541990"><span>Gas chromatographic analysis of volatiles in fluid and gas <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22970980','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22970980"><span>Identification of ROS produced by photodynamic activity of chlorophyll/cyclodextrin <span class="hlt">inclusion</span> complexes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cellamare, Barbara M; Fini, Paola; Agostiano, Angela; Sortino, Salvatore; Cosma, Pinalysa</p> <p>2013-01-01</p> <p>Photodynamic therapy (PDT) is a way of treating malignant tumors and hyperproliferative diseases. It is based on the use of photosensitizer, herein the chlorophyll a (chl a), and a light of an appropriate wavelength. The interaction of the photosensitizer (PS) with the light produces reactive oxygen species (ROS), powerful oxidizing agents, which cause critical damage to the tissue. To solubilize chl a in aqueous solution and to obtain it as monomer, we have used cyclodextrins, carriers which are able to interact with the pigment and form the <span class="hlt">inclusion</span> complex. The aim of this study is to examine which types of ROS are formed by Chl <span class="hlt">a/cyclodextrin</span> complexes in phosphate buffered solution and cell culture medium, using specific molecules, called primary acceptors, which react selectively with the reactive species. In fact the changes of the absorption and the emission spectra of these molecules after the illumination of the PS provide information on the specific ROS formation. The (1) O2 formation has been tested using chemical methods based on the use of Uric Acid (UA), 9,10-diphenilanthracene (DPA) and Singlet oxygen sensor green (SOSG) and by direct detection of Singlet Oxygen ((1) O2 ) luminescence decay at 1270 nm. Moreover, 2,7-dichlorofluorescin and ferricytochrome c (Cyt Fe(3+) ) have been used to detect the formation of hydrogen peroxide and superoxide radical anion, which reduces Fe(3+) of the ferricytochrome to Fe(2+) , respectively.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mendez&pg=6&id=EJ1094322','ERIC'); return false;" href="https://eric.ed.gov/?q=mendez&pg=6&id=EJ1094322"><span>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('http://hdl.handle.net/2060/20030001751','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20030001751"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/21869400','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21869400"><span>A convex hull <span class="hlt">inclusion</span> test.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bailey, T; Cowles, J</p> <p>1987-02-01</p> <p>A new characterization of the interior of the convex hull of a finite point set is given. An <span class="hlt">inclusion</span> test based on this characterization is, on average, almost linear in the number of points times the dimensionality.</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><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>... Make a Donation Matching Gifts Legacy Gifts Product Donations Partner Become an MDA Partner Meet our Partners How to Get Involved Donate <span class="hlt">Inclusion</span>-Body Myositis (IBM) Share print email share facebook twitter ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JMoSt1130..669L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JMoSt1130..669L"><span><span class="hlt">Inclusion</span> of lycorine with natural cyclodextrins (α-, β- and γ-CD): Experimental and in vitro evaluation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Liu, Dan-Dan; Guo, Ya-Fei; Zhang, Jian-Qiang; Yang, Zhi-Kuan; Li, Xiang; Yang, Bo; Yang, Rui</p> <p>2017-02-01</p> <p>The primary goal of this research was to investigate the effect of spatial compatibility in the <span class="hlt">inclusion</span> complex formation of cyclodextrins with different cavity size on physicochemical and anticancer properties. For this purpose, the binding behaviors of the complex formations of α-, β- and γ-cyclodextrins with lycorine were observed by the use of UV, MS, XRD, DSC, TG, 1H, and 2D NMR spectroscopy and elemental analysis. The results displayed that the binding behavior was contrary to the size of the CDs, and the value of binding constant of lycorine/γ-CD was the smallest, while the value of binding constant of lycorine/α-CD was the greatest. In vitro study demonstrated that the lycorine-α-CD and lycorine-β-CD are valuable approaches to enhance lycorine bioavailability. The results deduced that using CDs with moderate cavities (such as α-CD or β-CD) as <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based delivery system to form the lycorine-type <span class="hlt">inclusion</span> complex could be more applicable, and further helps to improve the properties of lycorine-type therapeutic agent.</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>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://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=Acids&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','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=Acids&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"><span>Perfluorinated <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Perfluorinated <span class="hlt">compounds</span> such as the perfluoroalkyl acids (PFAAs) and their derivatives are important man-made chemicals that have wide consumer and industrial applications. They are relatively contemporary chemicals, being in use only since the 1950s, and until recently, have be...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=Acids&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=91074583&CFTOKEN=88246723','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=Acids&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=91074583&CFTOKEN=88246723"><span>Perfluorinated <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Perfluorinated <span class="hlt">compounds</span> such as the perfluoroalkyl acids (PFAAs) and their derivatives are important man-made chemicals that have wide consumer and industrial applications. They are relatively contemporary chemicals, being in use only since the 1950s, and until recently, have be...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28363383','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28363383"><span>Becoming <span class="hlt">Inclusive</span>: A Code of Conduct for <span class="hlt">Inclusion</span> and Diversity.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schmidt, Bonnie J; MacWilliams, Brent R; Neal-Boylan, Leslie</p> <p></p> <p>There are increasing concerns about exclusionary behaviors and lack of diversity in the nursing profession. Exclusionary behaviors, which may include incivility, bullying, and workplace violence, discriminate and isolate individuals and groups who are different, whereas <span class="hlt">inclusive</span> behaviors encourage diversity. To address <span class="hlt">inclusion</span> and diversity in nursing, this article offers a code of conduct. This code of conduct builds on existing nursing codes of ethics and applies to nursing students and nurses in both educational and practice settings. <span class="hlt">Inclusive</span> behaviors that are demonstrated in nurses' relationships with patients, colleagues, the profession, and society are described. This code of conduct provides a basis for measureable change, empowerment, and unification of the profession. Recommendations, implications, and a pledge to action are discussed. Copyright © 2016 Elsevier Inc. All rights reserved.</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>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> </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://pubs.er.usgs.gov/publication/70030673','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70030673"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/20592591','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20592591"><span>Social <span class="hlt">inclusion</span> and mental health.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cobigo, Virginie; Stuart, Heather</p> <p>2010-09-01</p> <p>Recent research on approaches to improving social <span class="hlt">inclusion</span> for people with mental disabilities is reviewed. We describe four approaches (or tools) that can be used to improve social <span class="hlt">inclusion</span> for people with mental disabilities: legislation, community-based supports and services, antistigma/antidiscrimination initiatives, and system monitoring and evaluation. While legislative solutions are the most prevalent, and provide an important framework to support social <span class="hlt">inclusion</span>, research shows that their full implementation remains problematic. Community-based supports and services that are person-centered and recovery-oriented hold considerable promise, but they are not widely available nor have they been widely evaluated. Antistigma and antidiscrimination strategies are gaining in popularity and offer important avenues for eliminating social barriers and promoting adequate and equitable access to care. Finally, in the context of the current human rights and evidence-based health paradigms, systematic evidence will be needed to support efforts to promote social <span class="hlt">inclusion</span> for people with mental disabilities, highlight social inequities, and develop best practice approaches. Tools that promote social <span class="hlt">inclusion</span> of persons with mental disabilities are available, though not yet implemented in a way to fully realize the goals of current disability discourse.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Wishart&id=ED493257','ERIC'); return false;" href="https://eric.ed.gov/?q=Wishart&id=ED493257"><span>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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stock&pg=6&id=EJ1024217','ERIC'); return false;" href="http://eric.ed.gov/?q=stock&pg=6&id=EJ1024217"><span>Doing Research <span class="hlt">Inclusively</span>: Bridges to Multiple Possibilities in <span class="hlt">Inclusive</span> Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nind, Melanie; Vinha, Hilra</p> <p>2014-01-01</p> <p>This article reports on a study of how people do research that matters to people with learning disabilities and that involves them and their views and experiences. The study was an attempt to bring together people doing <span class="hlt">inclusive</span> research so that, collectively, we could take stock of our practices. This would add to the individual reports and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=2&id=EJ1036149','ERIC'); return false;" href="http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=2&id=EJ1036149"><span>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('https://eric.ed.gov/?q=fair+AND+value&pg=6&id=EJ1072418','ERIC'); return false;" href="https://eric.ed.gov/?q=fair+AND+value&pg=6&id=EJ1072418"><span>Developing <span class="hlt">Inclusive</span> Practice in Scotland: The National Framework for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barrett, Louise; Beaton, Mhairi; Head, George; McAuliffe, Lisa; Moscardini, Lio; Spratt, Jennifer; Sutherland, Margaret</p> <p>2015-01-01</p> <p>This paper reports on the collaborative development of a "National Framework for <span class="hlt">Inclusion</span>" under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED522677.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED522677.pdf"><span>The Contours of <span class="hlt">Inclusion</span>: <span class="hlt">Inclusive</span> Arts Teaching and Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Glass, Don; Henderson, Bill; Barnum, Leah; Kronenberg, Deborah; Blair, Kati; Jenkins, Richard; Hurel, Nicole Agois</p> <p>2010-01-01</p> <p>The purpose of this publication is to share models and case examples of the process of <span class="hlt">inclusive</span> arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education+AND+children+AND+autism+AND+spectrum+AND+disorder&id=ED493257','ERIC'); return false;" href="http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education+AND+children+AND+autism+AND+spectrum+AND+disorder&id=ED493257"><span>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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=scottish&id=EJ1072418','ERIC'); return false;" href="http://eric.ed.gov/?q=scottish&id=EJ1072418"><span>Developing <span class="hlt">Inclusive</span> Practice in Scotland: The National Framework for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barrett, Louise; Beaton, Mhairi; Head, George; McAuliffe, Lisa; Moscardini, Lio; Spratt, Jennifer; Sutherland, Margaret</p> <p>2015-01-01</p> <p>This paper reports on the collaborative development of a "National Framework for <span class="hlt">Inclusion</span>" under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=talent+AND+human.&pg=7&id=EJ870783','ERIC'); return false;" href="http://eric.ed.gov/?q=talent+AND+human.&pg=7&id=EJ870783"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/24590715','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24590715"><span>Oxidative refolding from <span class="hlt">inclusion</span> bodies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nelson, Christopher A; Lee, Chung A; Fremont, Daved H</p> <p>2014-01-01</p> <p>This protocol describes the growth and purification of bacterial <span class="hlt">inclusion</span> body proteins with an option to selenomethionine label the targeted protein through feedback inhibition of methionine biosynthesis in common (non-auxotrophic) strains of E. coli. The method includes solubilization of <span class="hlt">inclusion</span> body proteins by chemical denaturation and disulfide reduction, renaturation of the solubilized material through rapid dilution by pulsed injection into refolding buffer containing arginine and a mixture of oxidized and reduced glutathione, recovery of the recombinant protein using a stirred cell concentrator, and removal of the aggregated or misfolded fraction by passage over size-exclusion chromatography. The quality of the resulting protein can be assessed by SDS-PAGE.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=team+AND+objectives+AND+roles+AND+environment&pg=6&id=ED432843','ERIC'); return false;" href="http://eric.ed.gov/?q=team+AND+objectives+AND+roles+AND+environment&pg=6&id=ED432843"><span><span class="hlt">Inclusion</span> 101: How To Teach All Learners.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bauer, Anne M.; Shea, Thomas M.</p> <p></p> <p>This book is designed to help educators provide effective instruction to students with disabilities in <span class="hlt">inclusive</span> classrooms. Chapters address: (1) the concepts of <span class="hlt">inclusive</span> society, schools, classrooms and services; (2) legal foundations for <span class="hlt">inclusion</span> and government support for education; (3) the qualities of <span class="hlt">inclusive</span> schools and classrooms; (4)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=functional+AND+diversity&pg=6&id=EJ933350','ERIC'); return false;" href="https://eric.ed.gov/?q=functional+AND+diversity&pg=6&id=EJ933350"><span>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('https://eric.ed.gov/?q=Best+AND+taylor&pg=6&id=ED534917','ERIC'); return false;" href="https://eric.ed.gov/?q=Best+AND+taylor&pg=6&id=ED534917"><span>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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=personal+AND+initiative+AND+work+AND+engagement&id=ED534917','ERIC'); return false;" href="http://eric.ed.gov/?q=personal+AND+initiative+AND+work+AND+engagement&id=ED534917"><span>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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mainstreaming+AND+students&id=EJ1029907','ERIC'); return false;" href="https://eric.ed.gov/?q=mainstreaming+AND+students&id=EJ1029907"><span>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 to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=5&id=EJ1029907','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=5&id=EJ1029907"><span>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 to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1990JGR....9517677L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1990JGR....9517677L"><span>Magmatic <span class="hlt">inclusions</span> in the Holocene rhyolites of Newberry Volcano, central Oregon</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Linneman, S. R.; Myers, J. D.</p> <p>1990-10-01</p> <p>The 1350 years B.P. Big Obsidian Flow (BOF) at Newberry Volcano in central Oregon contains a wide variety of mafic magmatic <span class="hlt">inclusions</span>. Although little grain size variation is observed within single <span class="hlt">inclusions</span>, within the suite textures vary continuously from fine-grained ("quench") to coarse-grained ("cumulate"). The BOF <span class="hlt">inclusion</span> suite, therefore, defies conventional genetic classifications. Detailed petrographic and geochemical observations require a new model for <span class="hlt">inclusion</span> formation. Only a few of the finer-grained <span class="hlt">inclusions</span> have margins suggestive of liquid-liquid interaction. Interstitial glass content (≈ 20 vol %) and composition (high-silica rhyolite) are approximately constant throughout the suite. Mineral compositional zoning is greater in the coarse-grained than fine-grained <span class="hlt">inclusions</span>. Whole <span class="hlt">inclusion</span> compositions vary significantly but do not correlate well with textural diversity. We interpret the BOF <span class="hlt">inclusion</span> suite to be a heterogeneous sample set of whole <span class="hlt">inclusions</span> and parts of disaggregated <span class="hlt">inclusions</span>. The compositional variability of the suite can be explained by a combination of preentrapment (hybridization) and postentrapment (interstitial liquid loss/gain) processes. Preentrapment hybridization involved mixing of basaltic andesite magma similar to Holocene flank flows and up to 30% rhyolitic liquid. The BOF <span class="hlt">inclusions</span> may demonstrate the recent existence of mafic magma in the Newberry system. <span class="hlt">Inclusion</span> features characteristic of small ΔT are consistent with the crystal-free nature of the BOF, suggesting that the rhyolite may have been superheated. If true, a crystal fractionation origin for the BOF rhyolite is unlikely. The disaggregation of grain size and compositionally zoned <span class="hlt">inclusions</span>, which produced the observed textural diversity in the BOF suite, <span class="hlt">compounds</span> problems of interpreting mafic <span class="hlt">inclusions</span> in silicic volcanic rocks and, more so, in plutonic equivalents.</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>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/70044884','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044884"><span>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> </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://pubs.er.usgs.gov/publication/70045654','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045654"><span>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/70045651','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045651"><span>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>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://adsabs.harvard.edu/abs/1986MTA....17.1611D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1986MTA....17.1611D"><span><span class="hlt">Inclusion</span> phases and the nucleation of acicular ferrite in submerged arc welds in high strength low alloy steels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dowling, J. M.; Corbett, J. M.; Kerr, H. W.</p> <p>1986-09-01</p> <p>Series of submerged arc welds of HSLA steel made with three different fluxes and metallic additions of Ti, Mo, and Cr have been examined to study the <span class="hlt">inclusions</span> and their role in the nucleation of acicular ferrite. <span class="hlt">Inclusion</span> phases and compositions have been analyzed by electron diffraction and X-ray microanalysis. These analyses have shown that the <span class="hlt">inclusions</span> contained many different <span class="hlt">compounds</span>, the proportions of each depending upon both the flux and metallic additions. Six <span class="hlt">inclusion</span> phases have been identified: galaxite (Al2O3 ṡ MnO), a titanium-rich <span class="hlt">compound</span> (probably TiO), a copper sulfide, a manganese sulfide, a silica, and an aluminum-rich phase. No correlation was found between the amount of acicular ferrite in the weld metal and either average <span class="hlt">inclusion</span> composition or individual <span class="hlt">inclusion</span> phases. No epitaxial relationships between <span class="hlt">inclusions</span> and adjacent ferrite grains could be identified. It has been concluded that <span class="hlt">inclusions</span> nucleate acicular ferrite by acting as inert substrates according to the classical theory of heterogeneous nucleation. Because most <span class="hlt">inclusions</span> are multi-phase and are touched by several ferrite grains, it has also been concluded that each <span class="hlt">inclusion</span> can nucleate several ferrite grains, due to local regions of high surface energy on the <span class="hlt">inclusion</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED471855.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED471855.pdf"><span>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=croatia&id=EJ1103441','ERIC'); return false;" href="http://eric.ed.gov/?q=croatia&id=EJ1103441"><span>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('https://eric.ed.gov/?q=Disability&pg=5&id=EJ1138108','ERIC'); return false;" href="https://eric.ed.gov/?q=Disability&pg=5&id=EJ1138108"><span><span class="hlt">Inclusive</span> Education: Lessons from History</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Boroson, Barbara</p> <p>2017-01-01</p> <p>How has education evolved from exclusion to <span class="hlt">inclusion</span>, from judgment to acceptance, and from disability to difference? This is the question that frames Barbara Boroson's article in the theme issue, "Differences, Not Disabilities." Boroson begins by taking a historical view of how schools have treated those who were perceived to be…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Microsoft&id=EJ819988','ERIC'); return false;" href="https://eric.ed.gov/?q=Microsoft&id=EJ819988"><span><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://files.eric.ed.gov/fulltext/EJ1064663.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1064663.pdf"><span>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=Microsoft&id=EJ819988','ERIC'); return false;" href="http://eric.ed.gov/?q=Microsoft&id=EJ819988"><span><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('https://eric.ed.gov/?q=climate+AND+search&pg=5&id=EJ722038','ERIC'); return false;" href="https://eric.ed.gov/?q=climate+AND+search&pg=5&id=EJ722038"><span>Collaboration for <span class="hlt">Inclusion</span>: Practitioner Perspectives</span></a></p> <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, Rebecca; Leonard, Pauline</p> <p>2005-01-01</p> <p>Collaboration as a cornerstone of effective school <span class="hlt">inclusion</span> is an idea that has high theoretical currency among many scholars in the areas of special education and educational leadership. The challenge for educational practitioners is to find ways to implement high-quality special education programs collaboratively amid the public call for school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cultural+AND+policy&pg=7&id=EJ1103462','ERIC'); return false;" href="https://eric.ed.gov/?q=cultural+AND+policy&pg=7&id=EJ1103462"><span>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://eric.ed.gov/?q=gartner&pg=5&id=EJ573484','ERIC'); return false;" href="http://eric.ed.gov/?q=gartner&pg=5&id=EJ573484"><span>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,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=elements+AND+industry&pg=2&id=EJ1045392','ERIC'); return false;" href="http://eric.ed.gov/?q=elements+AND+industry&pg=2&id=EJ1045392"><span><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=neuro&pg=6&id=EJ871889','ERIC'); return false;" href="http://eric.ed.gov/?q=neuro&pg=6&id=EJ871889"><span>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('https://eric.ed.gov/?q=core+AND+business&pg=7&id=EJ763870','ERIC'); return false;" href="https://eric.ed.gov/?q=core+AND+business&pg=7&id=EJ763870"><span>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('https://eric.ed.gov/?q=social+AND+model+AND+disability&pg=2&id=EJ1045392','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+model+AND+disability&pg=2&id=EJ1045392"><span><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://files.eric.ed.gov/fulltext/EJ1089705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1089705.pdf"><span>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('https://eric.ed.gov/?q=inclusion+AND+educational&id=EJ1103441','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&id=EJ1103441"><span>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=coral&pg=6&id=EJ1103443','ERIC'); return false;" href="http://eric.ed.gov/?q=coral&pg=6&id=EJ1103443"><span>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> </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('https://eric.ed.gov/?q=educative+AND+community&pg=6&id=EJ761516','ERIC'); return false;" href="https://eric.ed.gov/?q=educative+AND+community&pg=6&id=EJ761516"><span>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://eric.ed.gov/?q=core+AND+business&pg=7&id=EJ763870','ERIC'); return false;" href="http://eric.ed.gov/?q=core+AND+business&pg=7&id=EJ763870"><span>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><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('https://eric.ed.gov/?q=neuro+AND+science&id=EJ871889','ERIC'); return false;" href="https://eric.ed.gov/?q=neuro+AND+science&id=EJ871889"><span>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('https://eric.ed.gov/?q=coral&pg=6&id=EJ1103443','ERIC'); return false;" href="https://eric.ed.gov/?q=coral&pg=6&id=EJ1103443"><span>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('https://eric.ed.gov/?q=managing+AND+change&pg=5&id=ED500197','ERIC'); return false;" href="https://eric.ed.gov/?q=managing+AND+change&pg=5&id=ED500197"><span>Managing Special and <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rayner, Steve G.</p> <p>2007-01-01</p> <p>This book is a guide to special and <span class="hlt">inclusive</span> education and provides a comprehensive overview of this complex field. Author Stephen Rayner examines context, policy, and practice, and shows how to successfully navigate the managerial challenges involved, while contributing to the way forward through leadership in a diverse field. The author…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=research+AND+policy&pg=4&id=EJ1103462','ERIC'); return false;" href="http://eric.ed.gov/?q=research+AND+policy&pg=4&id=EJ1103462"><span>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>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://files.eric.ed.gov/fulltext/EJ1124672.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1124672.pdf"><span>Leveraging Technology for Educational <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>Subramaniam, Sudha; Subramaniam, Radha</p> <p>2017-01-01</p> <p>The divides created by inequalities of income, lopsided growth and by the vicious circle of poverty has ensnared learning and delayed the planned strategies for educational <span class="hlt">inclusion</span>. India's eighth Five-Year Plan prioritised and allocated increased funding for education with focus on reach-out to the remote interiors and rural India. However,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=team+AND+work+AND+advantages&pg=6&id=EJ562674','ERIC'); return false;" href="http://eric.ed.gov/?q=team+AND+work+AND+advantages&pg=6&id=EJ562674"><span>Four <span class="hlt">Inclusion</span> Models that Work.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Elliott, Dori; McKenney, Merry</p> <p>1998-01-01</p> <p>Describes four models that have been shown to be effective in including students with disabilities in regular school programs: consultation, team teaching, aide services, and limited pullout service. Advantages and challenges of <span class="hlt">inclusion</span> at the middle-school level are addressed. (DB)</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>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://pubs.er.usgs.gov/publication/70044814','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044814"><span>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/biblio/7148000','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/7148000"><span>Bismaleimide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Adams, J.E.; Jamieson, D.R.</p> <p>1986-01-14</p> <p>Bismaleimides of the formula shown in the diagram wherein R[sub 1] and R[sub 2] each independently is H, C[sub 1-4]-alkyl, C[sub 1-4]-alkoxy, Cl or Br, or R[sub 1] and R[sub 2] together form a fused 6-membered hydrocarbon aromatic ring, with the proviso that R[sub 1] and R[sub 2] are not t-butyl or t-butoxy; X is O, S or Se; n is 1--3; and the alkylene bridging group, optionally, is substituted by 1--3 methyl groups or by fluorine, form polybismaleimide resins which have valuable physical properties. Uniquely, these <span class="hlt">compounds</span> permit extended cure times, i.e., they remain fluid for a time sufficient to permit the formation of a homogeneous melt prior to curing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/865740','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/865740"><span>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/servlets/purl/869893','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/869893"><span>Chemical microsensors</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</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('https://www.ncbi.nlm.nih.gov/pubmed/24813164','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24813164"><span><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="https://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.</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><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://adsabs.harvard.edu/abs/2010EGUGA..12.6754B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010EGUGA..12.6754B"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/19799094','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19799094"><span>Friendship in <span class="hlt">inclusive</span> physical education.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Seymour, Helena; Reid, Greg; Bloom, Gordon A</p> <p>2009-07-01</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 education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom's (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JPhCS.863a2035H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JPhCS.863a2035H"><span><span class="hlt">Inclusive</span> breakup of Borromean nuclei</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hussein, M. S.; Carlson, B. V.; Frederico, T.</p> <p>2017-06-01</p> <p>We derive the <span class="hlt">inclusive</span> breakup cross section of a three-fragment projectile nuclei, a = b + x 1 +x 2, in the spectator model. The resulting four-body cross section for observing b, is composed of the elastic breakup cross section which contains information about the correlation between the two participant fragments, and the <span class="hlt">inclusive</span> non-elastic breakup cross section. This latter cross section is found to be a non-trivial four-body generalization of the Austern formula [1], which is proportional to a matrix element of the form, . The new feature here is the three-body absorption, represented by the imaginary potential, W 3b . We analyze this type of absorption and supply ideas of how to calculate its contribution.</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('https://www.ncbi.nlm.nih.gov/pubmed/22841846','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22841846"><span>Experimental and theoretical NMR determination of isoniazid and sodium p-sulfonatocalix[n]arenes <span class="hlt">inclusion</span> complexes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>de Assis, João V; Teixeira, Milena G; Soares, Cássia G P; Lopes, Juliana F; Carvalho, Guilherme S L; Lourenço, Maria C S; de Almeida, Mauro V; de Almeida, Wagner B; Fernandes, Sergio A</p> <p>2012-10-09</p> <p>In this work the <span class="hlt">inclusion</span> complex formation of isoniazid with sodium p-sulfonatocalix[n]arenes is reported aiming to improve the physicochemical and biopharmaceutical properties of isoniazid a first line antibuberculosis drug. The architectures of the complexes were proposed according to NMR data Job plot indicating details on the insertion of the isoniazid in the calix[n]arenes cavities. DFT theoretical NMR calculations were also performed for sodium p-sulfonatocalix[4]arene complex with isoniazid, with various modes of complexation being considered, to provide support for the experimental proposal. A comparison between experimental and theoretical ¹H NMR chemical shifts profiles allowed for the <span class="hlt">inclusion</span> complex characterization confirming the isoniazid <span class="hlt">inclusion</span> mode which is preferentially through the hydrazide moiety. The remarkable agreement between experimental and theoretical NMR profiles adds support to their use in the structural characterization of <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. Antibacterial activity was evaluated and the results indicated the <span class="hlt">inclusion</span> complexes as a potential strategy for tuberculosis treatment.</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>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>... Facebook Share on Twitter Your Guide to Understanding Genetic Conditions Search MENU Toggle navigation Home Page Search ... Conditions Genes Chromosomes & mtDNA Resources Help Me Understand Genetics Home Health Conditions microvillus <span class="hlt">inclusion</span> disease microvillus <span class="hlt">inclusion</span> ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1233459','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1233459"><span>Differentiating <span class="hlt">inclusion</span> complexes from host molecules by tapping-mode atomic force microscopy.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Muñoz-Botella, S; Martin, M A; del Castillo, B; Vázquez, L</p> <p>1996-01-01</p> <p>Tapping-mode atomic force microscopy imaging under different cantilever vibration amplitudes has been used to differentiate the host beta-cyclodextrin nanotubes from retinal/beta-cyclodextrin <span class="hlt">inclusion</span> complex nanotubes. It was observed that both <span class="hlt">compounds</span> were deformed differently by the applied probe force because of their different local rigidity. This change in the elasticity properties can be explained as a consequence of the <span class="hlt">inclusion</span> process. This method shows that tapping-mode atomic force microscopy is an useful tool to map soft sample elasticity properties and to distinguish <span class="hlt">inclusion</span> complexes from their host molecules on the basis of their different mechanical response. Images FIGURE 1 FIGURE 2 FIGURE 3 PMID:8804591</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21846320','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21846320"><span>Recent patents on amylose-flavor <span class="hlt">inclusion</span> complex nano particles preparation and their application.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Feng, Tao; Zhuang, Hai N; Xiao, Zuo B; Tian, Huai X</p> <p>2011-09-01</p> <p>Lipophilic and hydrophilic <span class="hlt">compounds</span> that are solubilized in the form of nano-sized particles, or "nanoparticles", can be used in pharmacology, in the production of food additives, cosmetics, and agriculture, as well as in pet foods and veterinary products, amongst other uses. This review focuses on nanoparticles and methods for the production of soluble nanoparticles and, in particular, <span class="hlt">inclusion</span> complexes of water-insoluble lipophilic and water-soluble hydrophilic organic materials, especially flavor <span class="hlt">compounds</span>. The host molecule is namely V-amylose or modified starch molecule, which could form a cavity to fix or secure guest molecules. Thus, the V-amylose molecular properties and the molecular <span class="hlt">inclusion</span> complex formation mechanism is firstly introduced, then amylose-other ingredients <span class="hlt">inclusion</span> complex preparation and application are listed, finally amylose-flavor molecular <span class="hlt">inclusion</span> complex preparations and its application have been overviewed. Through this review, it is concluded that amylose-small chemical molecule <span class="hlt">inclusion</span> complexes, especially amylose-flavor <span class="hlt">inclusion</span> complexes have a marvelous application prospect and have great significance to develop the nano-product application field. This paper reviews the recent patents on amylose-flavour <span class="hlt">inclusion</span> complex nano particles preparation and their application.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+learning+AND+behaviour&pg=3&id=EJ1137440','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+learning+AND+behaviour&pg=3&id=EJ1137440"><span>Saudi Children's Thoughts on <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dare, Lynn; Nowicki, Elizabeth; Felimban, Huda</p> <p>2017-01-01</p> <p>Saudi Arabia has followed the global trend towards <span class="hlt">inclusive</span> education; however, few researchers have examined the lived reality of <span class="hlt">inclusion</span> in Saudi schools. In this study, we interviewed 31 girls and 34 boys in grades 5 and 6 who attended an <span class="hlt">inclusive</span> school in Saudi. The overarching research question was, "How do Saudi children perceive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=machado&pg=5&id=EJ1095860','ERIC'); return false;" href="https://eric.ed.gov/?q=machado&pg=5&id=EJ1095860"><span><span class="hlt">Inclusive</span> Classes in Physical Education: Teachers' Difficulties</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Toloi, Gabriela Gallucci; Manzini, Eduardo José; Spoldaro, Diego Machado; Zacarias, Lucas Ventura</p> <p>2016-01-01</p> <p>The successful <span class="hlt">inclusion</span> of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in <span class="hlt">inclusive</span> settings in Brazil has demonstrated the need for specialized training in strategies for implementing <span class="hlt">inclusion</span>. The goal of this study was to identify,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+education&pg=5&id=EJ1029899','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=5&id=EJ1029899"><span>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('https://eric.ed.gov/?q=implementation+AND+problematic&pg=2&id=EJ915329','ERIC'); return false;" href="https://eric.ed.gov/?q=implementation+AND+problematic&pg=2&id=EJ915329"><span><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=Dyson&pg=2&id=ED526393','ERIC'); return false;" href="http://eric.ed.gov/?q=Dyson&pg=2&id=ED526393"><span><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://files.eric.ed.gov/fulltext/EJ1040134.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1040134.pdf"><span>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('https://eric.ed.gov/?q=training+AND+values&pg=4&id=EJ1095510','ERIC'); return false;" href="https://eric.ed.gov/?q=training+AND+values&pg=4&id=EJ1095510"><span>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://files.eric.ed.gov/fulltext/EJ1127213.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1127213.pdf"><span><span class="hlt">Inclusive</span> Education in Schools in Rural Areas</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Callado Moreno, J. Antonio; Molina Jaén, Ma. Dolores; Pérez Navío, Eufrasio; Rodríguez Moreno, Javier</p> <p>2016-01-01</p> <p>Since Spain decided to embark on the development of <span class="hlt">inclusive</span> schooling, studies have taken place to see if the <span class="hlt">inclusive</span> principle is being developed satisfactorily. <span class="hlt">Inclusive</span> schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/7095507','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/7095507"><span>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=inclusive+AND+teaching+AND+strategies&pg=4&id=EJ1095860','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+teaching+AND+strategies&pg=4&id=EJ1095860"><span><span class="hlt">Inclusive</span> Classes in Physical Education: Teachers' Difficulties</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Toloi, Gabriela Gallucci; Manzini, Eduardo José; Spoldaro, Diego Machado; Zacarias, Lucas Ventura</p> <p>2016-01-01</p> <p>The successful <span class="hlt">inclusion</span> of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in <span class="hlt">inclusive</span> settings in Brazil has demonstrated the need for specialized training in strategies for implementing <span class="hlt">inclusion</span>. The goal of this study was to identify,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=review+AND+international+AND+studies&id=EJ1029899','ERIC'); return false;" href="http://eric.ed.gov/?q=review+AND+international+AND+studies&id=EJ1029899"><span>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('https://eric.ed.gov/?q=training+AND+light&pg=6&id=EJ869865','ERIC'); return false;" href="https://eric.ed.gov/?q=training+AND+light&pg=6&id=EJ869865"><span>Identified Teacher Supports for <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>Horne, Phyllis E.; Timmons, Vianne; Adamowycz, Rosalyn</p> <p>2008-01-01</p> <p>This study investigated <span class="hlt">inclusive</span> practices in Prince Edward Island (PEI) elementary schools in terms of the supports teachers consider as important for <span class="hlt">inclusion</span>. Twenty teachers were randomly selected to complete a survey, and 5 teachers were randomly selected to participate in an interview about <span class="hlt">inclusion</span> supports. The survey in this study…</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>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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=solution+AND+development+AND+sustainable&pg=6&id=EJ897686','ERIC'); return false;" href="http://eric.ed.gov/?q=solution+AND+development+AND+sustainable&pg=6&id=EJ897686"><span>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('https://eric.ed.gov/?q=disability+AND+high+AND+education+AND+gender&pg=4&id=ED536024','ERIC'); return false;" href="https://eric.ed.gov/?q=disability+AND+high+AND+education+AND+gender&pg=4&id=ED536024"><span>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('https://eric.ed.gov/?q=ines&id=ED526393','ERIC'); return false;" href="https://eric.ed.gov/?q=ines&id=ED526393"><span><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> </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://adsabs.harvard.edu/abs/2017SPIE10322E..1YW','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017SPIE10322E..1YW"><span>An <span class="hlt">inclusion</span> measure between fuzzy sets</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wang, Jing</p> <p>2017-01-01</p> <p>In this paper, we propose a new <span class="hlt">inclusion</span> measure between fuzzy sets. Firstly, we select an axiomatic definition for the <span class="hlt">inclusion</span> measure. Then, we present a new computation formula based on the selected axiomatic definition, and demonstrate its two properties. Finally, we give examples to validate its performance. The results show that the new <span class="hlt">inclusion</span> measure is rational for fuzzy sets.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED442211.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED442211.pdf"><span>Extremes of <span class="hlt">Inclusion</span>: Too Much, Too Little.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seifert, Kelvin L.</p> <p></p> <p>This study investigated the <span class="hlt">inclusion</span> of two children (age 7) in a general education classroom to illustrate the concepts of under <span class="hlt">inclusion</span> and over <span class="hlt">inclusion</span>. One child, who was found to be under included, rarely played with classmates on the playground and during "choice time" in class spent most of his time watching other children…</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>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('https://eric.ed.gov/?q=legal+AND+terminology&pg=5&id=ED408753','ERIC'); return false;" href="https://eric.ed.gov/?q=legal+AND+terminology&pg=5&id=ED408753"><span><span class="hlt">Inclusion</span> & Parent Advocacy: 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>Klauber, Julie; Klauber, Avery</p> <p></p> <p>This resource guide for public libraries provides an annotated listing of books, pamphlets, and multimedia materials about <span class="hlt">inclusion</span> and parent advocacy. The introductory material explains <span class="hlt">inclusion</span>, summarizes legal rights and <span class="hlt">inclusion</span> terminology for librarians, describes the guide, and identifies some related resources for library collections.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=quality+AND+life+AND+social+AND+inclusion&pg=5&id=EJ669622','ERIC'); return false;" href="http://eric.ed.gov/?q=quality+AND+life+AND+social+AND+inclusion&pg=5&id=EJ669622"><span>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('https://eric.ed.gov/?q=transgressive&pg=2&id=EJ1002320','ERIC'); return false;" href="https://eric.ed.gov/?q=transgressive&pg=2&id=EJ1002320"><span>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://adsabs.harvard.edu/abs/2017EGUGA..1912720G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1912720G"><span><span class="hlt">Inclusive</span> outreach practices in Palaeontology: <span class="hlt">Inclusive</span>-Coworking</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>García-Frank, Alejandra; Gomez-Heras, Miguel; Fesharaki, Omid</p> <p>2017-04-01</p> <p>Previous experiences with people with both physical and intellectual functional diversity around palaeontological issues have demonstrated the important value of science outreach directed to people with disabilities. The aforementioned practices act twofold: as a learning tool and also improving the quality of life of the participants and thus, their self-image. All these pioneer experiences were the first step in a process of developing new attitudes contributing the 2030 Agenda for Sustainable Development of United Nations, where among the 17 goals proposed an effective social <span class="hlt">inclusion</span> of people with disabilities is required. For this, real <span class="hlt">inclusive</span> practices in geological outreach are imperious. A close cooperation with all the parts (researchers and participants), in a kind of coworking attitude is needed. This <span class="hlt">Inclusive</span>-Coworking is considered in the sense of social gathering in order to share equal values and look for the synergy that this different outlook implies. And what is more important: the change of role of the previously learners into an active part of the scientific outreach, providing the adequate methodology for that. The offer of non-formal learning activities normally includes the participation of university professors and researchers in Science Week editions. During the 2016 session in Madrid, four adults with intellectual disability who were participants in the previous edition, contributed in the palaeontological workshop. They were in charge of four of the eight modules explaining the origin of fossils and how to collect them, the evolution of equids' limbs, and the main dentition types in vertebrates to the twenty 16 year old secondary students who attended the workshop. During the development of the experience all the students were pleased with the <span class="hlt">inclusive</span> approach, and the interaction of all participants was fruitful. Although the explanations took a bit more time when made by our functional diverse fellows, all the abstracts concepts</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017ArRMA.tmp...89C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017ArRMA.tmp...89C"><span>Detecting Anisotropic <span class="hlt">Inclusions</span> Through EIT</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Cristina, Jan; Päivärinta, Lassi</p> <p>2017-08-01</p> <p>We study the evolution equation {partialtu=-Λtu} where {Λt} is the Dirichlet-Neumann operator of a decreasing family of Riemannian manifolds with boundary {Σt} . We derive a lower bound for the solution of such an equation, and apply it to a quantitative density estimate for the restriction of harmonic functions on M}=Σ_{0 to the boundaries of {partialΣt} . Consequently we are able to derive a lower bound for the difference of the Dirichlet-Neumann maps in terms of the difference of a background metrics g and an <span class="hlt">inclusion</span> metric {g+χ_{Σ}(h-g)} on a manifold M.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=whats+AND+best+AND+size+AND+classroom+AND+school&id=EJ1037695','ERIC'); return false;" href="https://eric.ed.gov/?q=whats+AND+best+AND+size+AND+classroom+AND+school&id=EJ1037695"><span>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('https://eric.ed.gov/?q=systematic+AND+review+AND+structure&pg=3&id=EJ974452','ERIC'); return false;" href="https://eric.ed.gov/?q=systematic+AND+review+AND+structure&pg=3&id=EJ974452"><span>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://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=3&id=EJ1037695','ERIC'); return false;" href="http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=3&id=EJ1037695"><span>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=classroom+AND+development&pg=5&id=EJ974452','ERIC'); return false;" href="http://eric.ed.gov/?q=classroom+AND+development&pg=5&id=EJ974452"><span>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('https://ntrs.nasa.gov/search.jsp?R=19790048523&hterms=well+inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dwell%2Binclusion','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19790048523&hterms=well+inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dwell%2Binclusion"><span>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('https://ntrs.nasa.gov/search.jsp?R=19790048523&hterms=luna&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dluna','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19790048523&hterms=luna&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dluna"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/23737598','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23737598"><span>A review of social <span class="hlt">inclusion</span> measures.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Coombs, Tim; Nicholas, Angela; Pirkis, Jane</p> <p>2013-10-01</p> <p>Social <span class="hlt">inclusion</span> is crucial to mental health and well-being and is emphasised in Australia's Fourth National Mental Health Plan. There is a recognition that a measure of social <span class="hlt">inclusion</span> would complement the suite of outcome measures that is currently used in public sector mental health services. This paper is an initial scope of candidate measures of social <span class="hlt">inclusion</span> and considers their suitability for this purpose. We identified potential measures through searches of PsycINFO and Medline and a more general Internet search. We extracted descriptive and evaluative information on each measure identified and compared this information with a set of eight criteria. The criteria related to the measure's <span class="hlt">inclusion</span> of four domains of social <span class="hlt">inclusion</span> outlined in Australia's Fourth National Mental Health Plan, its usability within the public mental health sector and its psychometric properties. We identified 10 candidate measures of social <span class="hlt">inclusion</span>: the Activity and Participation Questionnaire (APQ-6); the Australian Community Participation Questionnaire (ACPQ); the Composite Measure of Social <span class="hlt">Inclusion</span> (CMSI); the EMILIA Project Questionnaire (EPQ); the Evaluating Social <span class="hlt">Inclusion</span> Questionnaire (ESIQ); the <span class="hlt">Inclusion</span> Web (IW); the Social and Community Opportunities Profile (SCOPE); the Social <span class="hlt">Inclusion</span> Measure (SIM); the Social <span class="hlt">Inclusion</span> Questionnaire (SIQ); and the Staff Survey of Social <span class="hlt">Inclusion</span> (SSSI). After comparison with the eight review criteria, we determined that the APQ-6 and the SCOPE-short form show the most potential for further testing. Social <span class="hlt">inclusion</span> is too important not to measure. This discussion of individual-level measures of social <span class="hlt">inclusion</span> provides a springboard for selecting an appropriate measure for use in public sector mental health services. It suggests that there are two primary candidates, but neither of these is quite fit-for-purpose in their current form. Further exploration will reveal whether one of these is suitable, whether another</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>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('https://www.ncbi.nlm.nih.gov/pubmed/23896262','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23896262"><span>Pulmonary neuroendocrine tumors with nuclear <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="https://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. Copyright © 2013 Elsevier GmbH. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24067380','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24067380"><span>Biomarkers of <span class="hlt">inclusion</span> body myositis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Greenberg, Steven A</p> <p>2013-11-01</p> <p><span class="hlt">Inclusion</span> body myositis (IBM) is a poorly understood autoimmune and degenerative disorder of skeletal muscle. Here, pathophysiological and diagnostic biomarkers of IBM are reviewed. Muscle histopathological biomarkers have been successful in stimulating the study of IBM pathophysiology for over three decades. Their use as diagnostic biomarkers, in contrast, has significant limitations. A blood biomarker, autoantibodies against a 43-kDa muscle protein reported in 2011, has now been identified as targeting cytoplasmic 5' nucleotidase (cN1A; NT5C1A), a protein involved in nucleic acid metabolism. Diagnostic testing for these autoantibodies is of high diagnostic performance for IBM. Muscle biomarkers have suggested that IBM pathophysiology is linked to myonuclear degeneration and disordered nucleic acid metabolism. A blood biomarker has high diagnostic performance for IBM, and through identification of its target links, IBM autoimmunity and degeneration together, supporting the view that IBM pathophysiology includes abnormal nucleic acid metabolism.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3924032','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3924032"><span><span class="hlt">Inclusion</span> bodies: not that bad…</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ramón, Ana; Señorale-Pose, Mario; Marín, Mónica</p> <p>2014-01-01</p> <p>The formation of <span class="hlt">inclusion</span> bodies (IBs) constitute a frequent event during the production of heterologous proteins in bacterial hosts. Although the mechanisms leading to their formation are not completely understood, empirical data have been exploited trying to predict the aggregation propensity of specific proteins while a great number of strategies have been developed to avoid the generation of IBs. However, in many cases, the formation of such aggregates can be considered an advantage for basic research as for protein production. In this review, we focus on this positive side of IBs formation in bacteria. We present a compilation on recent advances on the understanding of IBs formation and their utilization as a model to understand protein aggregation and to explore strategies to control this process. We include recent information about their composition and structure, their use as an attractive approach to produce low cost proteins and other promising applications in Biomedicine. PMID:24592259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15217157','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15217157"><span><span class="hlt">Inclusion</span> bodies: formation and utilisation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fahnert, Beatrix; Lilie, Hauke; Neubauer, Peter</p> <p>2004-01-01</p> <p>The efficient in vivo folding of many heterologous proteins is a major bottleneck of high level production in bacterial hosts and simple optimisation protocols have not been available yet. Therefore, <span class="hlt">inclusion</span> body (IB) based processes play a major role as a potential strategy for the production of complex recombinant proteins. These processes combine the advantages of a high accumulation of the target protein in well-characterised bacteria such as Escherichia coli, efficient strategies for IB isolation, purification and in vitro protein refolding without the need of complicated coexpression systems. Recent advances in the molecular physiology of IB formation and resolubilisation allow straight-forward optimisation of fermentation processes to obtain a high-quality product. In addition, simple strategies have been developed to optimise the purification and renaturation of disulfide bond containing proteins making a fast transfer of such processes into the industrial production scale realistic.</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://adsabs.harvard.edu/abs/2009inpo.book...79L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009inpo.book...79L"><span>Cyclodextrin <span class="hlt">Inclusion</span> Polymers Forming Hydrogels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Li, Jun</p> <p></p> <p>This chapter reviews the advances in the developments of supramolecular hydrogels based on the polypseudorotaxanes and polyrotaxanes formed by <span class="hlt">inclusion</span> complexes of cyclodextrins threading onto polymer chains. Both physical and chemical supramolecular hydrogels of many different types are discussed with respect to their preparation, structure, property, and gelation mechanism. A large number of physical supramolecular hydrogels were formed induced by self-assembly of densely packed cyclodextrin rings threaded on polymer or copolymer chains acting as physical crosslinking points. The thermo-reversible and thixotropic properties of these physical supramolecular hydrogels have inspired their applications as injectable drug delivery systems. Chemical supramolecular hydrogels synthesized from polypseudorotaxanes and polyrotaxanes were based on the chemical crosslinking of either the cyclodextrin molecules or the included polymer chains. The chemical supramolecular hydrogels were often made biodegradable through incorporation of hydrolyzable threading polymers, end caps, or crosslinkers, for their potential applications as biomaterials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10343765','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10343765"><span>Working towards an <span class="hlt">inclusive</span> curriculum.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wren, Y; Parkhouse, J</p> <p>1998-01-01</p> <p>The move towards an <span class="hlt">inclusive</span> model of education presents teachers with the difficulty of differentiating the curriculum for children with speech, language and communication impairments. This paper focuses on the 'WiSaLT Curriculum Appendix'-a tool which can be used by teachers and speech and language therapists to help such children access the mainstream curriculum and to promote improvement in their language and communication skills. As well as highlighting potential areas of difficulty within each attainment target for key stage one, the appendix guides users to specific strategies and activities. Thus the speech and language therapist and teacher can identify which attainment targets might prove problematic for any one child and also have access to ideas which can help.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28681642','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28681642"><span>Indonesian teachers' epistemological beliefs and <span class="hlt">inclusive</span> education.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sheehy, Kieron; Budiyanto; Kaye, Helen; Rofiah, Khofidotur</p> <p>2017-01-01</p> <p>A growing number of children with intellectual disabilities attend <span class="hlt">inclusive</span> schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about <span class="hlt">inclusive</span> education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in <span class="hlt">inclusive</span>, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in <span class="hlt">inclusive</span> schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about <span class="hlt">inclusive</span> education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how <span class="hlt">inclusive</span> pedagogy is being enacted in different contexts.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.usgs.gov/sir/2012/5045/','USGSPUBS'); return false;" href="https://pubs.usgs.gov/sir/2012/5045/"><span>Prioritizing pesticide <span class="hlt">compounds</span> for analytical methods development</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Norman, Julia E.; Kuivila, Kathryn; Nowell, Lisa H.</p> <p>2012-01-01</p> <p>The U.S. Geological Survey (USGS) has a periodic need to re-evaluate pesticide <span class="hlt">compounds</span> in terms of priorities for <span class="hlt">inclusion</span> in monitoring and studies and, thus, must also assess the current analytical capabilities for pesticide detection. To meet this need, a strategy has been developed to prioritize pesticides and degradates for analytical methods development. Screening procedures were developed to separately prioritize pesticide <span class="hlt">compounds</span> in water and sediment. The procedures evaluate pesticide <span class="hlt">compounds</span> in existing USGS analytical methods for water and sediment and <span class="hlt">compounds</span> for which recent agricultural-use information was available. Measured occurrence (detection frequency and concentrations) in water and sediment, predicted concentrations in water and predicted likelihood of occurrence in sediment, potential toxicity to aquatic life or humans, and priorities of other agencies or organizations, regulatory or otherwise, were considered. Several existing strategies for prioritizing chemicals for various purposes were reviewed, including those that identify and prioritize persistent, bioaccumulative, and toxic <span class="hlt">compounds</span>, and those that determine candidates for future regulation of drinking-water contaminants. The systematic procedures developed and used in this study rely on concepts common to many previously established strategies. The evaluation of pesticide <span class="hlt">compounds</span> resulted in the classification of <span class="hlt">compounds</span> into three groups: Tier 1 for high priority <span class="hlt">compounds</span>, Tier 2 for moderate priority <span class="hlt">compounds</span>, and Tier 3 for low priority <span class="hlt">compounds</span>. For water, a total of 247 pesticide <span class="hlt">compounds</span> were classified as Tier 1 and, thus, are high priority for <span class="hlt">inclusion</span> in analytical methods for monitoring and studies. Of these, about three-quarters are included in some USGS analytical method; however, many of these <span class="hlt">compounds</span> are included on research methods that are expensive and for which there are few data on environmental samples. The remaining quarter of Tier 1</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20392042','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20392042"><span>Selective removal of monoterpenes from bergamot oil by <span class="hlt">inclusion</span> in deoxycholic acid.</span></a></p> <p><a target="_blank" href="https://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>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://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="https://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=Kimberlite&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DKimberlite"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/23538129','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23538129"><span>Making the case for <span class="hlt">inclusive</span> design.</span></a></p> <p><a target="_blank" href="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/889782','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/889782"><span>Gaseous species in fluid <span class="hlt">inclusions</span>: A tracer of fluids and indicator of fluid processes</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Norman, David I.; Moore, Joseph N.; Yonaka, Brad; Musgrave, John</p> <p>1996-01-24</p> <p>Quantitative bulk analysis of fluid <span class="hlt">inclusion</span> volatiles measures the composition of trapped geothermal liquids and vapor. Fluid-<span class="hlt">inclusion</span> gas-analyses may identify fluid boiling and mixing, and the analyses can be used as a fluid tracer. Fluid boiling is indicated by excess gaseous species. Linear arrays of data points on gas ratio diagrams indicate fluid mixing. Nitrogen-argon ratios are used to discriminate atmospheric fiom magmatic volatiles. Crustal components in geothermal fluids are best indicated by concentrations of methane and helium. Methane strongly correlates with other organic <span class="hlt">compounds</span>, and N<sub>2</sub>-Ar-CH<sub>4</sub> plots are similar to N<sub>2</sub>-Ar-He diagrams. Alkene to alkane ratios of C<sub>2-7</sub> organic species indicate the oxidation state of geothermal fluids. The Geysers <span class="hlt">inclusion</span> analyses are an example of how <span class="hlt">inclusion</span> fluids may be used to understand the paleo hydrology of a geothermal system.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhLB..767...53C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhLB..767...53C"><span><span class="hlt">Inclusive</span> breakup of three-fragment weakly bound nuclei</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Carlson, B. V.; Frederico, T.; Hussein, M. S.</p> <p>2017-04-01</p> <p>The <span class="hlt">inclusive</span> breakup of three-fragment projectiles is discussed within a four-body spectator model. Both the elastic breakup and the non-elastic breakup are obtained in a unified framework. Originally developed in the 80's for two-fragment projectiles such as the deuteron, in this paper the theory is successfully generalized to three-fragment projectiles. The expression obtained for the <span class="hlt">inclusive</span> cross section allows the extraction of the incomplete fusion cross section, and accordingly generalizes the surrogate method to cases such as (t, p) and (t, n) reactions. It is found that two-fragment correlations inside the projectile affect in a conspicuous way the elastic breakup cross section. The <span class="hlt">inclusive</span> non-elastic breakup cross section is calculated and is found to contain the contribution of a three-body absorption term that is also strongly influenced by the two-fragment correlations. This latter cross section contains the so-called incomplete fusion where more than one <span class="hlt">compound</span> nuclei are formed. Our theory describes both stable weakly bound three-fragment projectiles and unstable ones such as the Borromean nuclei.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28738409','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28738409"><span>Elements of Eoarchean life trapped in mineral <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hassenkam, T; Andersson, M P; Dalby, K N; Mackenzie, D M A; Rosing, M T</p> <p>2017-08-03</p> <p>Metasedimentary rocks from Isua, West Greenland (over 3,700 million years old) contain (13)C-depleted carbonaceous <span class="hlt">compounds</span>, with isotopic ratios that are compatible with a biogenic origin. Metamorphic garnet crystals in these rocks contain trails of carbonaceous <span class="hlt">inclusions</span> that are contiguous with carbon-rich sedimentary beds in the host rock, where carbon is fully graphitized. Previous studies have not been able to document other elements of life (mainly hydrogen, oxygen, nitrogen and phosphorus) structurally bound to this carbonaceous material. Here we study carbonaceous <span class="hlt">inclusions</span> armoured within garnet porphyroblasts, by in situ infrared absorption on approximately 10(-21) m(3) domains within these <span class="hlt">inclusions</span>. We show that the absorption spectra are consistent with carbon bonded to nitrogen and oxygen, and probably also to phosphate. The levels of C-H or O-H bonds were found to be low. These results are consistent with biogenic organic material isolated for billions of years and thermally matured at temperatures of around 500 °C. They therefore provide spatial characterization for potentially the oldest biogenic carbon relics in Earth's geological record. The preservation of Eoarchean organic residues within sedimentary material corroborates earlier claims for the biogenic origins of carbon in Isua metasediments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017Natur.548...78H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017Natur.548...78H"><span>Elements of Eoarchean life trapped in mineral <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>Hassenkam, T.; Andersson, M. P.; Dalby, K. N.; MacKenzie, D. M. A.; Rosing, M. T.</p> <p>2017-08-01</p> <p>Metasedimentary rocks from Isua, West Greenland (over 3,700 million years old) contain 13C-depleted carbonaceous <span class="hlt">compounds</span>, with isotopic ratios that are compatible with a biogenic origin. Metamorphic garnet crystals in these rocks contain trails of carbonaceous <span class="hlt">inclusions</span> that are contiguous with carbon-rich sedimentary beds in the host rock, where carbon is fully graphitized. Previous studies have not been able to document other elements of life (mainly hydrogen, oxygen, nitrogen and phosphorus) structurally bound to this carbonaceous material. Here we study carbonaceous <span class="hlt">inclusions</span> armoured within garnet porphyroblasts, by in situ infrared absorption on approximately 10-21 m3 domains within these <span class="hlt">inclusions</span>. We show that the absorption spectra are consistent with carbon bonded to nitrogen and oxygen, and probably also to phosphate. The levels of C-H or O-H bonds were found to be low. These results are consistent with biogenic organic material isolated for billions of years and thermally matured at temperatures of around 500 °C. They therefore provide spatial characterization for potentially the oldest biogenic carbon relics in Earth’s geological record. The preservation of Eoarchean organic residues within sedimentary material corroborates earlier claims for the biogenic origins of carbon in Isua metasediments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21651431','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21651431"><span>A comprehensive evaluation of the toxicology of cigarette ingredients: aliphatic carbonyl <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Coggins, Christopher R E; Jerome, Ann M; Edmiston, Jeffery S; Oldham, Michael J</p> <p>2011-06-01</p> <p>Aliphatic carbonyl <span class="hlt">compounds</span> are used as ingredients in cigarette tobacco or cigarette filters. A battery of tests was used to compare toxicity of mainstream smoke from experimental cigarettes containing 15 aliphatic carbonyl <span class="hlt">compounds</span> that were added individually to experimental cigarettes at three different levels. Smoke from experimental and control cigarettes were evaluated using analytical chemistry, in vitro cytotoxicity (neutral red uptake), and mutagenicity (five bacterial strains) studies. For one <span class="hlt">compound</span>, glycerol triacetate (GTA), two 90-day inhalation studies were also performed, using different <span class="hlt">inclusion</span> levels into either tobacco or cigarette filter. Several smoke constituent concentrations were reduced with the highest <span class="hlt">inclusion</span> level of GTA in tobacco; incorporation of GTA into the filter, and the other <span class="hlt">compounds</span> into tobacco, produced effectively no changes. Cytotoxicity was reduced by the highest <span class="hlt">inclusion</span> of GTA into tobacco for both gas-vapor and particulate phases of smoke; incorporation of GTA into the filter, and the other <span class="hlt">compounds</span> into tobacco, showed no changes. Mutagenicity was reduced by the middle and high <span class="hlt">inclusion</span> levels of GTA into tobacco (TA1537 strain with S9); incorporation of GTA into the filter, and the other <span class="hlt">compounds</span> into tobacco, showed no changes. <span class="hlt">Inclusion</span> of GTA in tobacco at 100,000 ppm reduced the biological effects of the smoke in the various test systems reported in this study, although <span class="hlt">inclusion</span> into the filter did not appear to have any major effect on the endpoints studied. The other 14 aliphatic carbonyl <span class="hlt">compounds</span> that were tested lacked a toxicological response.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMMR41D2676G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMMR41D2676G"><span>Gassmann-Consistency of <span class="hlt">Inclusion</span> Models</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Goebel, M.; Wollner, U.; Dvorkin, J. P.</p> <p>2015-12-01</p> <p>Mathematical <span class="hlt">inclusion</span> theories predict the effective elastic properties of a porous medium with idealized-shape <span class="hlt">inclusions</span> as a function of the elastic moduli of the host matrix and those of the <span class="hlt">inclusions</span>. These effective elastic properties depend on the volumetric concentration of the <span class="hlt">inclusions</span> (the porosity of the host frame) and the aspect ratio of an <span class="hlt">inclusion</span> (the ratio between the thickness and length). Seemingly, these models can solve the problem of fluid substitution and solid substitution: any numbers can be used for the bulk and shear moduli of the <span class="hlt">inclusions</span>, including zero for empty <span class="hlt">inclusions</span> (dry rock). In contrast, the most commonly used fluid substitution method is Gassmann's (1951) theory. We explore whether <span class="hlt">inclusion</span> based fluid substitution is consistent with Gassmann's fluid substitution. We compute the effective bulk and shear moduli of a matrix with dry <span class="hlt">inclusions</span> and then conduct Gassmann's fluid substitution, comparing these results to those from directly computing the bulk and shear moduli of the same matrix but with the <span class="hlt">inclusions</span> having the bulk modulus of the fluid. A number of examples employing the differential effective medium (DEM) model and self-consistent (SC) approximation indicate that the wet-rock bulk moduli as predicted by DEM and SC are approximately Gassmann-consistent at high aspect ratio and small porosity. However, at small aspect ratios and high porosity, these <span class="hlt">inclusion</span> models are not Gassmann-consistent. For all cases, the shear moduli are not Gassmann-consistent at all, meaning that the wet-rock shear modulus as given by DEM or SC is very different from the dry-rock moduli as predicted by the same theories. We quantify the difference between the two methods for a range of porosity and aspect ratio combinations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4196838','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4196838"><span>Update in <span class="hlt">inclusion</span> body myositis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Machado, Pedro; Brady, Stefen; Hanna, Michael G.</p> <p>2013-01-01</p> <p>Purpose of review The purpose of this study is to review recent scientific advances relating to the natural history, cause, treatment and serum and imaging biomarkers of <span class="hlt">inclusion</span> body myositis (IBM). Recent findings Several theories regarding the aetiopathogenesis of IBM are being explored and new therapeutic approaches are being investigated. New diagnostic criteria have been proposed, reflecting the knowledge that the diagnostic pathological findings may be absent in patients with clinically typical IBM. The role of MRI in IBM is expanding and knowledge about pathological biomarkers is increasing. The recent description of autoantibodies to cytosolic 5′ nucleotidase 1A in patients with IBM is a potentially important advance that may aid early diagnosis and provides new evidence regarding the role of autoimmunity in IBM. Summary IBM remains an enigmatic and often misdiagnosed disease. The pathogenesis of the disease is still not fully understood. To date, pharmacological treatment trials have failed to show clear efficacy. Future research should continue to focus on improving understanding of the pathophysiological mechanisms of the disease and on the identification of reliable and sensitive outcome measures for clinical trials. IBM is a rare disease and international multicentre collaboration for trials is important to translate research advances into improved patient outcomes. PMID:24067381</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24067381','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24067381"><span>Update in <span class="hlt">inclusion</span> body myositis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Machado, Pedro; Brady, Stefen; Hanna, Michael G</p> <p>2013-11-01</p> <p>The purpose of this study is to review recent scientific advances relating to the natural history, cause, treatment and serum and imaging biomarkers of <span class="hlt">inclusion</span> body myositis (IBM). Several theories regarding the aetiopathogenesis of IBM are being explored and new therapeutic approaches are being investigated. New diagnostic criteria have been proposed, reflecting the knowledge that the diagnostic pathological findings may be absent in patients with clinically typical IBM. The role of MRI in IBM is expanding and knowledge about pathological biomarkers is increasing. The recent description of autoantibodies to cytosolic 5' nucleotidase 1A in patients with IBM is a potentially important advance that may aid early diagnosis and provides new evidence regarding the role of autoimmunity in IBM. IBM remains an enigmatic and often misdiagnosed disease. The pathogenesis of the disease is still not fully understood. To date, pharmacological treatment trials have failed to show clear efficacy. Future research should continue to focus on improving understanding of the pathophysiological mechanisms of the disease and on the identification of reliable and sensitive outcome measures for clinical trials. IBM is a rare disease and international multicentre collaboration for trials is important to translate research advances into improved patient outcomes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&id=EJ1109430','ERIC'); return false;" href="https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&id=EJ1109430"><span>Attitudes of German Student Teachers 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>Baar, Robert</p> <p>2016-01-01</p> <p>The contribution discusses attitudes of German Teacher Training Students on <span class="hlt">Inclusion</span> based on an empirical analysis containing three elements: Evaluation of students' written exams, results of a survey with closed as open questions and the interpretation of group discussions among students about <span class="hlt">inclusion</span>. One can see that, though the found-out…</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><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('https://eric.ed.gov/?q=agenda+AND+setting+AND+mass+AND+media&pg=2&id=EJ598856','ERIC'); return false;" href="https://eric.ed.gov/?q=agenda+AND+setting+AND+mass+AND+media&pg=2&id=EJ598856"><span>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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Career+AND+Development&pg=5&id=EJ885900','ERIC'); return false;" href="http://eric.ed.gov/?q=Career+AND+Development&pg=5&id=EJ885900"><span>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('https://eric.ed.gov/?q=benefits+AND+nature&pg=2&id=EJ1029150','ERIC'); return false;" href="https://eric.ed.gov/?q=benefits+AND+nature&pg=2&id=EJ1029150"><span>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> </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=Purcell&pg=2&id=ED455651','ERIC'); return false;" href="http://eric.ed.gov/?q=Purcell&pg=2&id=ED455651"><span>Adolescents and <span class="hlt">Inclusion</span>: Transforming 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>Bauer, Anne M.; Brown, Glenda Myree</p> <p></p> <p>Written with teachers, administrators, and students of Purcell Marian High School in Cincinnati, Ohio, this book is grounded in a 2-year action research project that created an <span class="hlt">inclusive</span> high school. Chapter 1 provides snapshots of interactions in an <span class="hlt">inclusive</span> high school and refutes some of the concerns expressed by teachers and administrators.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Particles&pg=2&id=ED533972','ERIC'); return false;" href="https://eric.ed.gov/?q=Particles&pg=2&id=ED533972"><span><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=inclusion+AND+social&pg=3&id=EJ1110347','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ1110347"><span>Social Justice Leadership and <span class="hlt">Inclusion</span>: A Genealogy</span></a></p> <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, Katherine</p> <p>2016-01-01</p> <p>The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for <span class="hlt">inclusion</span>. Recent experiences have caused me to wonder about our interpretations of justice, equity, and <span class="hlt">inclusion</span>. Analysis of the relevant literature revealed a lack of consensus among scholars as to a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social&pg=4&id=EJ880815','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=4&id=EJ880815"><span>Leading under Pressure: Leadership for 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>Muijs, Daniel; Ainscow, Mel; Dyson, Alan; Raffo, Carlo; Goldrick, Sue; Kerr, Kirstin; Lennie, Clare; Miles, Susie</p> <p>2010-01-01</p> <p>In this study we undertook to look at leadership issues specifically in relation to social <span class="hlt">inclusion</span>, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social <span class="hlt">inclusion</span> could be typified as leaning towards three main orientations: (1) improving achievement and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ885893','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ885893"><span>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=inclusion+AND+disability&pg=4&id=ED556926','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+disability&pg=4&id=ED556926"><span>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('https://eric.ed.gov/?q=inclusive+AND+education&pg=2&id=EJ1037654','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=2&id=EJ1037654"><span><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('https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ958570','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ958570"><span>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('https://eric.ed.gov/?q=inclusive+AND+education&pg=6&id=EJ1054565','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=6&id=EJ1054565"><span><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('https://eric.ed.gov/?q=childhood+AND+development&pg=5&id=EJ1103450','ERIC'); return false;" href="https://eric.ed.gov/?q=childhood+AND+development&pg=5&id=EJ1103450"><span>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('https://eric.ed.gov/?q=disability+AND+participatory+AND+action+AND+research&pg=6&id=EJ949782','ERIC'); return false;" href="https://eric.ed.gov/?q=disability+AND+participatory+AND+action+AND+research&pg=6&id=EJ949782"><span>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('https://eric.ed.gov/?q=Inclusive+AND+education+AND+Malaysia%3a+AND+policy+AND+practice&id=EJ1037652','ERIC'); return false;" href="https://eric.ed.gov/?q=Inclusive+AND+education+AND+Malaysia%3a+AND+policy+AND+practice&id=EJ1037652"><span><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 this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=lgbtq&pg=2&id=EJ1060713','ERIC'); return false;" href="https://eric.ed.gov/?q=lgbtq&pg=2&id=EJ1060713"><span>Students' Perspectives on LGBTQ-<span class="hlt">Inclusive</span> Curriculum</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.</p> <p>2015-01-01</p> <p>Implementing curriculum that is <span class="hlt">inclusive</span> of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-<span class="hlt">inclusive</span> curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED378722.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED378722.pdf"><span>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)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Socrates&pg=5&id=EJ754360','ERIC'); return false;" href="https://eric.ed.gov/?q=Socrates&pg=5&id=EJ754360"><span>The Sustainability of <span class="hlt">Inclusive</span> School Reform</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sindelar, Paul T.; Shearer, Deirdre K.; Yendol-Hoppey, Diane; Liebert, Todd W.</p> <p>2006-01-01</p> <p>For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain <span class="hlt">inclusive</span> reform. One middle school, Socrates, was notably successful, having built its <span class="hlt">inclusion</span> model on a foundation of previous reform and a school culture…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Childhood&pg=4&id=EJ1103450','ERIC'); return false;" href="http://eric.ed.gov/?q=Childhood&pg=4&id=EJ1103450"><span>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('https://eric.ed.gov/?q=learning+AND+groups+AND+individual&pg=2&id=EJ1134845','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+groups+AND+individual&pg=2&id=EJ1134845"><span>Positive and Negative Aspects of <span class="hlt">Inclusion</span> Services</span></a></p> <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, Christye</p> <p>2014-01-01</p> <p>The purpose of this research paper was to investigate the conceptions and misconceptions of an <span class="hlt">inclusive</span> education. <span class="hlt">Inclusion</span> was formulated upon three core inclusionary principles, these being: setting diverse suitable learning challenges, responding to needs of pupils, and overcoming potential barriers to learning and assessment for individuals…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=2&id=EJ1059002','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=2&id=EJ1059002"><span>Effective Leadership Makes Schools Truly <span class="hlt">Inclusive</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2015-01-01</p> <p>There's been much commitment and extensive legislation intended to make schools <span class="hlt">inclusive</span> for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools <span class="hlt">inclusive</span> and effective for all students, including those with disabilities and draw some inferences…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=4&id=EJ1058247','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=4&id=EJ1058247"><span>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=inclusive+AND+education+AND+students+AND+disabilities&pg=2&id=EJ826702','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=2&id=EJ826702"><span><span class="hlt">Inclusive</span> Education Reform: Implications for Teacher Aides</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bourke, Patricia; Carrington, Suzanne</p> <p>2007-01-01</p> <p>In Queensland, <span class="hlt">inclusive</span> education reform is on the political agenda, following the report of the Ministerial Taskforce on <span class="hlt">Inclusive</span> Education (students with disabilities) in 2004. The Government's responses to the initiatives outlined in the taskforce report emphasise a commitment to social justice and equity so that all students can be included…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+secondary+AND+school+AND+teacher+AND+australia&pg=2&id=EJ667932','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+secondary+AND+school+AND+teacher+AND+australia&pg=2&id=EJ667932"><span>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://files.eric.ed.gov/fulltext/EJ1106904.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1106904.pdf"><span>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=European+AND+Convention+AND+Human+AND+Rights&id=EJ886567','ERIC'); return false;" href="http://eric.ed.gov/?q=European+AND+Convention+AND+Human+AND+Rights&id=EJ886567"><span>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/EJ788790.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ788790.pdf"><span><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://files.eric.ed.gov/fulltext/EJ1065870.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1065870.pdf"><span>Humble Opinions on <span class="hlt">Inclusive</span> Educational Idea</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zhu, Jiang; Wang, Lijuan</p> <p>2010-01-01</p> <p><span class="hlt">Inclusive</span> education refers to including all the people to realize the democracy, justice and diversity of education. <span class="hlt">Inclusive</span> educational idea means to make all the students have equal opportunities in enjoying high-quality education and make every student have all-round development, reflecting the yearning for the education without exclusion and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=english+AND+teaching+AND+thesis&pg=7&id=EJ737937','ERIC'); return false;" href="https://eric.ed.gov/?q=english+AND+teaching+AND+thesis&pg=7&id=EJ737937"><span>Teaching Queer-<span class="hlt">Inclusive</span> English Language Arts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blackburn, Mollie V.; Buckley, J. F.</p> <p>2005-01-01</p> <p>The authors argue for teaching queer-<span class="hlt">inclusive</span> English language arts (ELA). They report on a study that surveyed high school personnel across the United States, revealing that very few people in charge of ELA curricula value such <span class="hlt">inclusion</span>. In response to these findings, the authors offer "images of the possible" in which texts and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=well+AND+inclusion&pg=6&id=EJ919219','ERIC'); return false;" href="http://eric.ed.gov/?q=well+AND+inclusion&pg=6&id=EJ919219"><span><span class="hlt">Inclusive</span> Discourses in Early Childhood Education?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Warming, Hanne</p> <p>2011-01-01</p> <p>This article explores the discursive formation of <span class="hlt">inclusion</span> in early childhood education and after-school (recreation) centres in a Danish municipality. While <span class="hlt">inclusion</span> has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on "initiatives by governments", this…</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>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://files.eric.ed.gov/fulltext/ED406051.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED406051.pdf"><span><span class="hlt">Inclusive</span> Child Care: An Ethical Perspective.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mulligan, Vicki</p> <p></p> <p>An <span class="hlt">inclusive</span> childcare program is a program that is committed to individually appropriate practice, accepting children regardless of their developmental profiles, strengths, or competencies. This conference paper addresses the problem that although <span class="hlt">inclusive</span> programs are now commonplace, professional childcare providers are still unsure about the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=2&id=EJ1022189','ERIC'); return false;" href="https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=2&id=EJ1022189"><span>Teachers' Attitudes towards <span class="hlt">Inclusion</span> in High 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>Boyle, Christopher; Topping, Keith; Jindal-Snape, Divya</p> <p>2013-01-01</p> <p>This study investigated the attitudes of secondary teachers to <span class="hlt">inclusion</span> in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-<span class="hlt">inclusion</span>, conditional on adequate support and resources. There was a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=2&id=EJ1054565','ERIC'); return false;" href="http://eric.ed.gov/?q=Benefits+AND+inclusive+AND+education&pg=2&id=EJ1054565"><span><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=right+AND+Administration+AND+Justice&pg=5&id=EJ553867','ERIC'); return false;" href="http://eric.ed.gov/?q=right+AND+Administration+AND+Justice&pg=5&id=EJ553867"><span>Understanding Principals' Attitudes 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>Bailey, Jeff; du Plessis, Diana</p> <p>1997-01-01</p> <p><span class="hlt">Inclusion</span> is both a philosophy based on social justice and a practice requiring significant adaptations by the school community. This article presents qualitative data on over 200 Queensland (Australia) principals toward <span class="hlt">inclusion</span>. Responses suggest the majority are "qualified" inclusionists. Although mindful of social-justice…</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><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=International+AND+Education+AND+Policies%2c+AND+Issues%2c+AND+Challenges&pg=3&id=EJ1037654','ERIC'); return false;" href="http://eric.ed.gov/?q=International+AND+Education+AND+Policies%2c+AND+Issues%2c+AND+Challenges&pg=3&id=EJ1037654"><span><span class="hlt">Inclusive</span> Education in Thailand: Practices and Challenges</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vorapanya, Sermsap; Dunlap, Diane</p> <p>2014-01-01</p> <p>In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of <span class="hlt">inclusive</span> education. This article provides a historical overview of special education in Thailand and the emergence of <span class="hlt">inclusive</span> education as it moves from policy to practice. To further identify the challenges faced…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+teaching+AND+strategies&pg=3&id=EJ968749','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+teaching+AND+strategies&pg=3&id=EJ968749"><span>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('https://eric.ed.gov/?q=sustainable+AND+paper+AND+products&pg=4&id=EJ781272','ERIC'); return false;" href="https://eric.ed.gov/?q=sustainable+AND+paper+AND+products&pg=4&id=EJ781272"><span>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=Factoring&pg=7&id=ED514414','ERIC'); return false;" href="http://eric.ed.gov/?q=Factoring&pg=7&id=ED514414"><span>Faculty Preparedness to Build Cultural <span class="hlt">Inclusiveness</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Samuels, Dena Renee</p> <p>2010-01-01</p> <p>Faculty members play a significant role in retaining diverse students, faculty, and staff on a college campus based on how culturally <span class="hlt">inclusive</span> their behavior is. This research elucidates the development of a faculty <span class="hlt">inclusiveness</span> survey, and tests it on a national random sample of 637 faculty members to determine how prepared they are to build…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=chronology&pg=7&id=EJ655376','ERIC'); return false;" href="https://eric.ed.gov/?q=chronology&pg=7&id=EJ655376"><span>Gender <span class="hlt">Inclusive</span> Policy Developments 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>Johnson, Evelyn</p> <p>2002-01-01</p> <p>Traces two chronologies of gender-<span class="hlt">inclusive</span> policy development in Australia's national and state education-policy arenas to demonstrate, from a feminist perspective, their limited applicability at the school level. Argues that more transformative conceptions of gender <span class="hlt">inclusiveness</span> evident in the feminist academy be promoted in policy. (Contains…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=socrates&pg=4&id=EJ754360','ERIC'); return false;" href="http://eric.ed.gov/?q=socrates&pg=4&id=EJ754360"><span>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('https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=ED556921','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=2&id=ED556921"><span>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> </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('https://eric.ed.gov/?q=inclusion+AND+educational&pg=5&id=EJ919219','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=5&id=EJ919219"><span><span class="hlt">Inclusive</span> Discourses in Early Childhood Education?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Warming, Hanne</p> <p>2011-01-01</p> <p>This article explores the discursive formation of <span class="hlt">inclusion</span> in early childhood education and after-school (recreation) centres in a Danish municipality. While <span class="hlt">inclusion</span> has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on "initiatives by governments", this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Age+AND+Distribution&pg=3&id=EJ1011236','ERIC'); return false;" href="http://eric.ed.gov/?q=Age+AND+Distribution&pg=3&id=EJ1011236"><span>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('https://eric.ed.gov/?q=disability+AND+higher+AND+education+AND+gender&pg=6&id=EJ1011236','ERIC'); return false;" href="https://eric.ed.gov/?q=disability+AND+higher+AND+education+AND+gender&pg=6&id=EJ1011236"><span>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=INCLUSIVE+AND+EDUCATION&pg=2&id=EJ958570','ERIC'); return false;" href="http://eric.ed.gov/?q=INCLUSIVE+AND+EDUCATION&pg=2&id=EJ958570"><span>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('https://eric.ed.gov/?q=education+AND+environmental&pg=7&id=EJ1126720','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+environmental&pg=7&id=EJ1126720"><span>Green <span class="hlt">Inclusion</span>: Biophilia as a Necessity</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stavrianos, Alexandros</p> <p>2016-01-01</p> <p>This article argues that there is a strong link between the pedagogy for <span class="hlt">inclusion</span> and the pedagogy of environmental education and tries to identify any benefits that could be acquired by pupils when the school system tries to use environmental educational programmes to promote <span class="hlt">inclusion</span>. The idea of promoting a school yard into a school garden is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=terminal+OR+fatal+OR+incurable+OR+lethal+OR+end-stage&pg=5&id=EJ764245','ERIC'); return false;" href="https://eric.ed.gov/?q=terminal+OR+fatal+OR+incurable+OR+lethal+OR+end-stage&pg=5&id=EJ764245"><span><span class="hlt">Inclusion</span> and Achievement in Mainstream 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>Farrell, Peter; Dyson, Alan; Polat, Filiz; Hutcheson, Graeme; Gallannaugh, Frances</p> <p>2007-01-01</p> <p>This paper considers the key findings of a DfES-funded study that explored the relationship between achievement and <span class="hlt">inclusion</span> in mainstream schools in England. The methodology involved a statistical analysis of nationally held data on all pupils at the end of key stages 1-4, together with a series of site visits to "<span class="hlt">inclusive</span>" mainstream…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=diversification&pg=2&id=EJ1019194','ERIC'); return false;" href="https://eric.ed.gov/?q=diversification&pg=2&id=EJ1019194"><span>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=Aberdeen&pg=2&id=EJ818698','ERIC'); return false;" href="http://eric.ed.gov/?q=Aberdeen&pg=2&id=EJ818698"><span>Special or <span class="hlt">Inclusive</span> Education: Future Trends</span></a></p> <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</p> <p>2008-01-01</p> <p>In this article, Lani Florian, Professor of Social and Educational <span class="hlt">Inclusion</span> at the University of Aberdeen, examines the relationships between "special" and "<span class="hlt">inclusive</span>" education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with "additional" or "special" needs in mainstream…</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>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://eric.ed.gov/?q=tienda&id=EJ1019194','ERIC'); return false;" href="http://eric.ed.gov/?q=tienda&id=EJ1019194"><span>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=Porters+AND+diamond&id=ED448915','ERIC'); return false;" href="http://eric.ed.gov/?q=Porters+AND+diamond&id=ED448915"><span>Early Childhood <span class="hlt">Inclusion</span>: Focus on Change.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guralnick, Michael J., Ed.</p> <p></p> <p>Early childhood <span class="hlt">inclusion</span> is a field characterized by a philosophy and practice that encourages full participation of children with disabilities and their families in everyday activities with their typically developing peers. Noting that success in <span class="hlt">inclusion</span> endeavors requires substantial changes in the way our society thinks, feels, and acts,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=power+AND+teamwork&pg=5&id=EJ1029150','ERIC'); return false;" href="http://eric.ed.gov/?q=power+AND+teamwork&pg=5&id=EJ1029150"><span>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('https://eric.ed.gov/?q=Simulation+AND+Medical+AND+School+AND+Education&pg=3&id=EJ883989','ERIC'); return false;" href="https://eric.ed.gov/?q=Simulation+AND+Medical+AND+School+AND+Education&pg=3&id=EJ883989"><span>Exposing Conditional <span class="hlt">Inclusive</span> Ideologies through Simulated Interactions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dotger, Benjamin; Ashby, Christine</p> <p>2010-01-01</p> <p>This manuscript examines how teacher candidates enacted their extensive <span class="hlt">inclusive</span> classroom preparation within simulated interactions. Diffusing a common medical education pedagogy to teacher education, the researchers situated <span class="hlt">inclusively</span>-trained teacher candidates in front of standardized paraprofessionals. Data from these simulated interactions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=reproduction+AND+purpose&pg=4&id=ED553621','ERIC'); return false;" href="http://eric.ed.gov/?q=reproduction+AND+purpose&pg=4&id=ED553621"><span>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('https://eric.ed.gov/?q=math+AND+resource&pg=5&id=EJ823092','ERIC'); return false;" href="https://eric.ed.gov/?q=math+AND+resource&pg=5&id=EJ823092"><span><span class="hlt">Inclusive</span> Programming for Students with 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>Crisman, Belinda W.</p> <p>2008-01-01</p> <p>Although autism varies from one child to another, there are several common key factors to creating a successful <span class="hlt">inclusion</span> program. In this article, the author discusses the factors in <span class="hlt">inclusion</span> program that works for all. These factors include: (1) Appropriate Placement; (2) Teacher and Paraprofessional Selection; (3) Parental Involvement; (4)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=michael+porter&pg=4&id=ED448915','ERIC'); return false;" href="https://eric.ed.gov/?q=michael+porter&pg=4&id=ED448915"><span>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('https://eric.ed.gov/?q=mainstreaming+AND+students&id=ED556926','ERIC'); return false;" href="https://eric.ed.gov/?q=mainstreaming+AND+students&id=ED556926"><span>International Teachers' Attitudes towards <span class="hlt">Inclusion</span> in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pursley, Lisa</p> <p>2014-01-01</p> <p>The <span class="hlt">inclusion</span> of students with disabilities in the general education classroom has become a universally debated topic in education. More schools all over the world are seeking to use <span class="hlt">inclusion</span> as their main service delivery model for students with disabilities. Much research has been conducted globally to gain insights into general education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1109430','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1109430"><span>Attitudes of German Student Teachers 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>Baar, Robert</p> <p>2016-01-01</p> <p>The contribution discusses attitudes of German Teacher Training Students on <span class="hlt">Inclusion</span> based on an empirical analysis containing three elements: Evaluation of students' written exams, results of a survey with closed as open questions and the interpretation of group discussions among students about <span class="hlt">inclusion</span>. One can see that, though the found-out…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=6&id=ED556921','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=6&id=ED556921"><span>Secondary General Education Teachers' Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilson, Valerie A.</p> <p>2014-01-01</p> <p>Since the inception of the Individuals with Disabilities Education Improvement Act, educators have struggled with including students with disabilities in the general education classroom with their nondisabled peers. The <span class="hlt">inclusion</span> educational model was utilized in this study to explore secondary teachers' attitudes toward <span class="hlt">inclusive</span> educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ885893','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ885893"><span>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> </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('https://eric.ed.gov/?q=inclusion+AND+social&pg=5&id=EJ880815','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=5&id=EJ880815"><span>Leading under Pressure: Leadership for 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>Muijs, Daniel; Ainscow, Mel; Dyson, Alan; Raffo, Carlo; Goldrick, Sue; Kerr, Kirstin; Lennie, Clare; Miles, Susie</p> <p>2010-01-01</p> <p>In this study we undertook to look at leadership issues specifically in relation to social <span class="hlt">inclusion</span>, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social <span class="hlt">inclusion</span> could be typified as leaning towards three main orientations: (1) improving achievement and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ1110347','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ1110347"><span>Social Justice Leadership and <span class="hlt">Inclusion</span>: A Genealogy</span></a></p> <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, Katherine</p> <p>2016-01-01</p> <p>The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for <span class="hlt">inclusion</span>. Recent experiences have caused me to wonder about our interpretations of justice, equity, and <span class="hlt">inclusion</span>. Analysis of the relevant literature revealed a lack of consensus among scholars as to a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+social&pg=5&id=EJ885900','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=5&id=EJ885900"><span>Older Women's Career Development and Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMahon, Mary; Bimrose, Jenny; Watson, Mark</p> <p>2010-01-01</p> <p>This paper considers women's career development and the potential contribution of career development theory, research, practice and policy in advancing a social <span class="hlt">inclusion</span> agenda. In particular, the paper focuses on older women in the contexts of an ageing population, labour market shortages and Australia's social <span class="hlt">inclusion</span> agenda. Supporting young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=partnership&id=EJ1093482','ERIC'); return false;" href="http://eric.ed.gov/?q=partnership&id=EJ1093482"><span><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=Particle+AND+theory&id=ED533972','ERIC'); return false;" href="http://eric.ed.gov/?q=Particle+AND+theory&id=ED533972"><span><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('https://eric.ed.gov/?q=happen&id=EJ1059002','ERIC'); return false;" href="https://eric.ed.gov/?q=happen&id=EJ1059002"><span>Effective Leadership Makes Schools Truly <span class="hlt">Inclusive</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2015-01-01</p> <p>There's been much commitment and extensive legislation intended to make schools <span class="hlt">inclusive</span> for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools <span class="hlt">inclusive</span> and effective for all students, including those with disabilities and draw some inferences…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Cultivation+AND+Theory+AND+Research&pg=5&id=EJ598856','ERIC'); return false;" href="http://eric.ed.gov/?q=Cultivation+AND+Theory+AND+Research&pg=5&id=EJ598856"><span>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> <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>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=judgement+AND+decision+AND+making&pg=6&id=EJ835091','ERIC'); return false;" href="http://eric.ed.gov/?q=judgement+AND+decision+AND+making&pg=6&id=EJ835091"><span>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=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>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=try&id=EJ1126720','ERIC'); return false;" href="http://eric.ed.gov/?q=try&id=EJ1126720"><span>Green <span class="hlt">Inclusion</span>: Biophilia as a Necessity</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stavrianos, Alexandros</p> <p>2016-01-01</p> <p>This article argues that there is a strong link between the pedagogy for <span class="hlt">inclusion</span> and the pedagogy of environmental education and tries to identify any benefits that could be acquired by pupils when the school system tries to use environmental educational programmes to promote <span class="hlt">inclusion</span>. The idea of promoting a school yard into a school garden is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=united+AND+nations&pg=7&id=EJ1037652','ERIC'); return false;" href="http://eric.ed.gov/?q=united+AND+nations&pg=7&id=EJ1037652"><span><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 this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20090008665','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20090008665"><span>Geometric Modeling of <span class="hlt">Inclusions</span> as Ellipsoids</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bonacuse, Peter J.</p> <p>2008-01-01</p> <p>Nonmetallic <span class="hlt">inclusions</span> in gas turbine disk alloys can have a significant detrimental impact on fatigue life. Because large <span class="hlt">inclusions</span> that lead to anomalously low lives occur infrequently, probabilistic approaches can be utilized to avoid the excessively conservative assumption of lifing to a large <span class="hlt">inclusion</span> in a high stress location. A prerequisite to modeling the impact of <span class="hlt">inclusions</span> on the fatigue life distribution is a characterization of the <span class="hlt">inclusion</span> occurrence rate and size distribution. To help facilitate this process, a geometric simulation of the <span class="hlt">inclusions</span> was devised. To make the simulation problem tractable, the irregularly sized and shaped <span class="hlt">inclusions</span> were modeled as arbitrarily oriented, three independent dimensioned, ellipsoids. Random orientation of the ellipsoid is accomplished through a series of three orthogonal rotations of axes. In this report, a set of mathematical models for the following parameters are described: the intercepted area of a randomly sectioned ellipsoid, the dimensions and orientation of the intercepted ellipse, the area of a randomly oriented sectioned ellipse, the depth and width of a randomly oriented sectioned ellipse, and the projected area of a randomly oriented ellipsoid. These parameters are necessary to determine an <span class="hlt">inclusion</span> s potential to develop a propagating fatigue crack. Without these mathematical models, computationally expensive search algorithms would be required to compute these parameters.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principles+AND+quality&id=ED553621','ERIC'); return false;" href="https://eric.ed.gov/?q=principles+AND+quality&id=ED553621"><span>Striving for Quality in Early Childhood <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brancato, Kimberly</p> <p>2013-01-01</p> <p>An essential component of best practice in the field of early childhood special education is the <span class="hlt">inclusion</span> of children with disabilities in typical early childhood settings. As the practice of <span class="hlt">inclusion</span> has increased in recent years it has become imperative to ensure that children with disabilities attend quality programs. The main purpose of this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gender+AND+roles+AND+learned&pg=2&id=EJ1060713','ERIC'); return false;" href="http://eric.ed.gov/?q=gender+AND+roles+AND+learned&pg=2&id=EJ1060713"><span>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('https://eric.ed.gov/?q=goal+AND+settings+AND+work&pg=3&id=EJ1093482','ERIC'); return false;" href="https://eric.ed.gov/?q=goal+AND+settings+AND+work&pg=3&id=EJ1093482"><span><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('https://eric.ed.gov/?q=review+AND+inclusion+AND+labour+AND+disabled&id=EJ810783','ERIC'); return false;" href="https://eric.ed.gov/?q=review+AND+inclusion+AND+labour+AND+disabled&id=EJ810783"><span>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://files.eric.ed.gov/fulltext/EJ1114835.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1114835.pdf"><span><span class="hlt">Inclusion</span> in High-Achieving Singapore: Challenges of Building an <span class="hlt">Inclusive</span> Society in 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>Walker, Zachary; Musti-Rao, Shobana</p> <p>2016-01-01</p> <p>Building an <span class="hlt">inclusive</span> society in which all people can participate effectively and live together requires understanding <span class="hlt">inclusive</span> education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that <span class="hlt">inclusive</span> societies are intricately tied to…</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>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('https://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=4&id=EJ1080115','ERIC'); return false;" href="https://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=4&id=EJ1080115"><span>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> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=3&id=EJ1080115','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=3&id=EJ1080115"><span>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/ED419333.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED419333.pdf"><span>Alaska <span class="hlt">Inclusion</span> Training Modules: Building <span class="hlt">Inclusive</span> Classrooms and Schools. Modules 1-3. 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>Ryan, Susan, Ed.; Kurka, Diana, Ed.</p> <p></p> <p>This document presents three inservice training modules which focus on the <span class="hlt">inclusion</span> of students with disabilities in regular education settings in Alaska schools. Module 1, "Setting our Sights on <span class="hlt">Inclusion</span>," by Diana Kurka, is a three-hour inservice program which provides an introduction to <span class="hlt">inclusion</span> via sections on: legal and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22research+policy%22&pg=6&id=EJ1054073','ERIC'); return false;" href="http://eric.ed.gov/?q=%22research+policy%22&pg=6&id=EJ1054073"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/24530825','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24530825"><span><span class="hlt">Inclusive</span> fitness maximization: An axiomatic approach.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Okasha, Samir; Weymark, John A; Bossert, Walter</p> <p>2014-06-07</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. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3871333','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3871333"><span>Hamiltonian <span class="hlt">inclusive</span> fitness: a fitter fitness concept</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Costa, James T.</p> <p>2013-01-01</p> <p>In 1963–1964 W. D. Hamilton introduced the concept of <span class="hlt">inclusive</span> fitness, the only significant elaboration of Darwinian fitness since the nineteenth century. I discuss the origin of the modern fitness concept, providing context for Hamilton's discovery of <span class="hlt">inclusive</span> fitness in relation to the puzzle of altruism. While fitness conceptually originates with Darwin, the term itself stems from Spencer and crystallized quantitatively in the early twentieth century. Hamiltonian <span class="hlt">inclusive</span> fitness, with Price's reformulation, provided the solution to Darwin's ‘special difficulty’—the evolution of caste polymorphism and sterility in social insects. Hamilton further explored the roles of <span class="hlt">inclusive</span> fitness and reciprocation to tackle Darwin's other difficulty, the evolution of human altruism. The heuristically powerful <span class="hlt">inclusive</span> fitness concept ramified over the past 50 years: the number and diversity of ‘offspring ideas’ that it has engendered render it a fitter fitness concept, one that Darwin would have appreciated. PMID:24132089</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JPhCS.677a2004P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JPhCS.677a2004P"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/17112042','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17112042"><span>[UV spectroscopic characterization of the <span class="hlt">inclusion</span> interaction of beta-cyclodextrin and sym-diphenyl-thiourea and sym-diphenyl-urea].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yao, Hong; Wei, Tai-Bao; Xu, Wei-Xia; Zhang, You-Ming</p> <p>2006-09-01</p> <p>The <span class="hlt">inclusion</span> interaction of beta-cyclodextrin and sym-diphenyl-thiourea and sym-diphenyl-urea was studied by UV spectra. The stoichiometry ratio for the formation of the <span class="hlt">inclusion</span> complexes was determined by Hildebrand-Benesi equation linear analysis and molar ratio method. The standard molar Gibbs energies, enthalpies, and entropies were derived for the <span class="hlt">inclusion</span> process by Ks at different temperatrues. The result showed that the host:guest ratio of <span class="hlt">inclusion</span> complex between the two diphenyl <span class="hlt">compounds</span> and beta-CD is 2 : 1, the stability constant (Ks) of 2 : 1 <span class="hlt">inclusion</span> complexes was higher than that of 1 : 1 <span class="hlt">inclusion</span> complexes due to cooperative binding in the close two hydrophobic cyclodextrin cavities, and the association of the guest molecule with beta-CD was favored by enthalpy changes, proving that the Van der Waals interaction and the dipole-dipole interaction were main binding forces of cyclodextrin <span class="hlt">inclusion</span> complex.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002rict.confE..53P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002rict.confE..53P"><span>Database of Minerals <span class="hlt">Inclusions</span> as a Tool of Solution of Genetical and Practical Problems</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ponomareva, N. I.; Melnikova, N. G.; Yanson, S. Yu.; Michailov, *V. V.; Michailova, A. V.</p> <p></p> <p>The minerals <span class="hlt">inclusions</span> keep the information about their origin: temperature, pressure associations, solutions <span class="hlt">compound</span>. The study of <span class="hlt">inclusions</span> is extremely important as with scientific, and practical point of view. The character and type of mineral <span class="hlt">inclusion</span> help to determinate: · physic-chemical parameters of mineral and deposit formation, · the origin of precious and semiprecious stones (natural or synthetic/artificial). A lot of papers and several useful, nice books are on this subject, but an electronic database don't exist. A creation of the database (DB) of mineral <span class="hlt">inclusions</span> was begun at the Mineralogical Department, Geological Faculty, St.-Petersburg State University, Russia in 2000. Its main purpose is to gather and systematize the results of termobarogeochemistry researches made by the authors and the Russian and foreign scientists. DB allows to get fast access to a huge volume of the information on minerals <span class="hlt">inclusions</span> and their physic-chemical formation parameters. The work version of the database is realized in an environment of MS ACCESS. It contains the following data: - <span class="hlt">inclusions</span> types in various mineral species; - images/photos of mineral fluid <span class="hlt">inclusions</span>; - texts of mineral's <span class="hlt">inclusion</span> papers (in Russian and/or English); - deposit information: deposit names, geographical localities, geological characteristics, maps, the rocks and associated minerals descriptions; - artificial mineral data containing the characteristic of various synthesis methods. The DB structure allows to carry out interactive search and selection of the information. The authors belief that this electronic database will be most useful for mineralogist, geologist and jewelers in their scientific and practical work. It may be used in educational activity of the Univetsities and Highscools. It is planning to make in future a website where will be presented the mineral <span class="hlt">inclusions</span> database with possibility of interactive search on different parameters.</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>Characterization of Nonmetallic <span class="hlt">Inclusions</span> in High-Manganese and Aluminum-Alloyed Austenitic Steels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Park, Joo Hyun; Kim, Dong-Jin; Min, Dong Joon</p> <p>2012-07-01</p> <p>The effects of Al and Mn contents on the size, composition, and three-dimensional morphologies of <span class="hlt">inclusions</span> formed in Fe- xMn- yAl ( x = 10 and 20 mass pct, y = 1, 3, and 6 mass pct) steels were investigated to enhance our understanding of the <span class="hlt">inclusion</span> formation behavior in high Mn-Al-alloyed steels. By assuming that the alumina is a dominant oxide <span class="hlt">compound</span>, the volume fraction of <span class="hlt">inclusions</span> estimated from the chemical analysis, i.e., insoluble Al, in the Fe-Mn-3Al steels was larger than the <span class="hlt">inclusion</span> volume fractions in the Fe-Mn-1Al and Fe-Mn-6Al steels. A similar tendency was found in the analysis of <span class="hlt">inclusions</span> from a potentiostatic electrolytic extraction method. This finding could be explained from the terminal velocities of the <span class="hlt">compounds</span>, which was affected by the thermophysical properties of Fe-Mn-Al steels. The <span class="hlt">inclusions</span> formed in the Fe-Mn-Al-alloyed steels are classified into seven types according to chemistry and morphology: (1) single Al2O3 particle, (2) single AlN or AlON particle, (3) MnAl2O4 single galaxite spinel particle, (4) Al2O3(-Al(O)N) agglomerate, (5) single Mn(S,Se) particle, (6) oxide core with Mn(S,Se) skin (wrap), and (7) Mn(S,Se) core with Al2O3(-Al(O)N) aggregate (or bump). The Mn(S,Se) <span class="hlt">compounds</span> were formed by the contamination of the steels by Se from the electrolytic Mn. Therefore, the raw materials (Mn) should be used carefully in the melting and casting processes of Fe-Mn-Al-alloyed steels.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1991GeCoA..55.3885P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1991GeCoA..55.3885P"><span>Letter : NIR FT-Raman microspectroscopy of fluid <span class="hlt">inclusions</span>: Comparisons with VIS Raman and FT-IR microspectroscopies</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pironon, J.; Sawatzki, J.; Dubessy, J.</p> <p>1991-12-01</p> <p>The first Raman spectra of hydrocarbon <span class="hlt">inclusions</span> using Fourier transform (FT) Raman microspectroscopy were obtained with a 1064 nm laser excitation in the near-infrared range (NIR FT-Raman). Some <span class="hlt">inclusions</span> reveal the typical CH vibrational bands of organic <span class="hlt">compounds</span>, but most of the <span class="hlt">inclusions</span> that are fluorescent during visible Raman microspectroscopy (514 nm excitation) are still fluorescent in the NIR range. These Raman spectra are presented and compared to the conventional visible (VIS) Raman and FT-IR spectra. For spectra obtained on the same nonfluorescent <span class="hlt">inclusion</span>, the signal/background ratio is lower in NIR FT-Raman than in VIS Raman. This ratio should be improved by application of more sensitive detectors. The increase of the power density (laser power/impact laser area) could be a future improvement in the limit of thermal background excitation and pyrolysis of the oils trapped in <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23719708','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23719708"><span>A highly hydrated α-cyclodextrin/1-undecanol <span class="hlt">inclusion</span> complex: crystal structure and hydrogen-bond network from high-resolution neutron diffraction at 20 K.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gallois-Montbrun, Delphine; Le Bas, Geneviève; Mason, Sax A; Prangé, Thierry; Lesieur, Sylviane</p> <p>2013-04-01</p> <p>The monoclinic C2 crystal structure of an α-cyclodextrin/1-undecanol host-guest <span class="hlt">inclusion</span> complex was solved using single-crystal neutron diffraction. Large high-quality crystals were specially produced by optimizing temperature-controlled growth conditions. The hydrate crystallizes in a channel-type structure formed by head-to-head dimer units of α-cyclodextrin molecules stacked like coins in a roll. The alkyl chain of the guest lipid is entirely embedded inside the tubular cavity delimited by the α-cyclodextrin dimer and adopts an all-trans planar zigzag conformation, while the alcohol polar head group is outside close to the α-cyclodextrin primary hydroxyl groups. The cyclodextrin dimer forms columns, which adopt a quasi-square arrangement much less compact than the quasi-hexagonal close packing already observed in the less hydrated α-cyclodextrin channel-type structures usually found with similar linear guests. The lack of compactness of this crystal form is related to the high number of interstitial water molecules. The replacement of 1-undecanol by 1-decanol does not modify the overall crystal structure of the hydrate as shown by additional X-ray diffraction investigations comparing the two host-guest assemblies. This is the first study that analyses the entire hydrogen-bonding network involved in the formation of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> dimer surrounded by its shell of water molecules.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AGUFM.V13F..02C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AGUFM.V13F..02C"><span>Detecting and Correcting Melt <span class="hlt">Inclusion</span> Modification</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Cottrell, E.; Kelley, K. A.</p> <p>2008-12-01</p> <p>Post entrapment diffusive modification of melt <span class="hlt">inclusions</span> may mute or erase primary signatures. Corrections for post-entrapment crystallization (PEC) and Fe-loss are routinely applied and, because recent experimental studies suggest rapid diffusion of trace components into and out of olivine-hosted <span class="hlt">inclusions</span>, the ability to discriminate between primary and secondary signatures is now even more critical. Two tools may assist in this endeavor. XANES measurements of Fe3+/ΣFe ratios in undegassed ol-hosted basaltic melt <span class="hlt">inclusions</span> from global arcs are 16-36% (n=16), significantly higher than the 7-10% commonly assumed, and higher than in MORB or BABB lavas (Kelley and Cottrell, this mtg). The Fe3+/ΣFe ratios indicate melt-host equilibrium, with significantly less PEC or Fe-loss than would have been otherwise assumed. We conclude that Fe2+ diffusion has been minimal; therefore the residence time of these primitive <span class="hlt">inclusions</span> in an evolved magma must have been short. Fe3+/ΣFe correlates positively with water concentration, but not with CO2 and S concentrations or Mg#. The oxidized nature of arc lavas and melt <span class="hlt">inclusions</span> may therefore indicate an oxidized source rather than late-stage degassing or fractionation. Trace element concentrations evolve with time if an <span class="hlt">inclusion</span> is out of equilibrium with its host. The numerical model of Cottrell et al., 2002, makes specific predictions about how suites of melt <span class="hlt">inclusions</span> evolve, creating a tool to detect post-entrapment modification. Recent laboratory measurements of REE diffusion in olivine greatly diverge (at 1300°C, 1015 vs 1019m2/s). If REE diffusivity is extremely fast, melt <span class="hlt">inclusion</span> HREE diversity shouldn't survive more than a few years in a magma chamber; but if slow, HREE variance could be preserved for >104 yrs. Model analysis of published suites of ol-hosted <span class="hlt">inclusions</span> indicates that either REE diffusion is quite slow, or the residence time of melt <span class="hlt">inclusions</span> at high temperature is very short. Loss of variance</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1988E%26PSL..90..131B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1988E%26PSL..90..131B"><span>Nickel and chromium isotopes in Allende <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>Birck, J. L.; Lugmair, G. W.</p> <p>1988-10-01</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('https://www.ncbi.nlm.nih.gov/pubmed/22316907','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22316907"><span>The hierarchy of needs to <span class="hlt">inclusive</span> design.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van der Linden, Júlio Carlos de Souza; Brendler, Clariana Fischer</p> <p>2012-01-01</p> <p>This paper focuses Design importance in the development of effectively <span class="hlt">inclusive</span> products based on Design Emotional approach, allowing children with disabilities to experience playing in the childhood as an instrument for social integration. The methodology used to develop this study was based on literature review, considering the following themes: emotional design, accessibility and <span class="hlt">inclusion</span>, emotion and development of children. As a result, we propose a new level of need to model the hierarchy of needs, of Jordan ("usability", "functionality" and "pleasure"), level with the <span class="hlt">inclusion</span> of "dignity."</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016Litho.265..312M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016Litho.265..312M"><span>Crystallographic orientations of olivine <span class="hlt">inclusions</span> in diamonds</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Milani, S.; Nestola, F.; Angel, R. J.; Nimis, P.; Harris, J. W.</p> <p>2016-11-01</p> <p>In this work we report for the first time the crystallographic orientations of olivine <span class="hlt">inclusions</span> trapped in diamonds from the Kaapvaal craton (South Africa) determined by single-crystal X-ray diffraction, and analyze them together with all available data in the literature. The overall data set indicates no preferred orientation of the olivine <span class="hlt">inclusions</span> with respect to their diamond hosts. However, diamonds containing multiple olivine <span class="hlt">inclusions</span> sometimes show clusters of olivines with the same orientation in the same diamond host. We conclude that such clusters can only be interpreted as the remnants of single olivine crystals pre-dating the growth of the host diamonds.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://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="https://ntrs.nasa.gov/search.jsp?R=19890030095&hterms=chromium&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchromium"><span>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('https://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="https://ntrs.nasa.gov/search.jsp?R=19890030095&hterms=Chromium&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3DChromium"><span>Nickel and chromium isotopes in Allende <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Birck, J. L.; Lugmair, G. W.</p> <p>1988-01-01</p> <p>High-precision nickel and chromium isotopic measurements were carried out on nine Allende <span class="hlt">inclusions</span>. It is found that Ni-62, Ni-64, excesses are present in at least three of the samples. The results suggest that the most likely mechanism for the anomalies is a neutron-rich statistical equilibrium process. An indication of elevated Ni-60 is found in almost every <span class="hlt">inclusion</span> measured. This effect is thought to be related to the decay of now extinct Fe-60. An upper limit of 1.6 X 10 to the -6th is calculated for the Fe-60/Fe-56 ratio at the time these Allende <span class="hlt">inclusions</span> crystallized.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017CPL...675...69R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017CPL...675...69R"><span>Molecular <span class="hlt">inclusion</span> process of urease inhibitors into cyclodextrins: 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>Reis, Sayron; de Fátima, Ângelo; Guimarães, Luciana; Nascimento, Clebio S.</p> <p>2017-05-01</p> <p>This paper reports a theoretical investigation on formation of host/guest <span class="hlt">inclusion</span> complexes of two urease inhibitors into cyclodextrins. The main goals were to modeling and propose new supramolecular delivery systems of urease inhibitors. Structures and stabilization energies were calculated, in 1:1 and 2:1 M ratios, by DFT calculations. It was found that the hydrogen bonds formed between two CDs molecules play an important role in the complexes stabilization. With this work we are able to propose by a molecular modeling study new host/guest <span class="hlt">inclusion</span> <span class="hlt">compound</span>, being the BGA-1 and the β-CD the most suitable guest and host, respectively.</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><span class="hlt">Compounds</span> affecting cholesterol absorption</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hua, Duy H. (Inventor); Koo, Sung I. (Inventor); Noh, Sang K. (Inventor)</p> <p>2004-01-01</p> <p>A class of novel <span class="hlt">compounds</span> is described for use in affecting lymphatic absorption of cholesterol. <span class="hlt">Compounds</span> of particular interest are defined by Formula I: ##STR1## or a pharmaceutically acceptable salt thereof.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1574367','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1574367"><span>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> </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://adsabs.harvard.edu/abs/2009AGUFM.V41A2156B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V41A2156B"><span>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://hdl.handle.net/2060/19730019861','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19730019861"><span>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('https://www.ncbi.nlm.nih.gov/pubmed/24446935','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24446935"><span>Is <span class="hlt">inclusive</span> education a human right?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gordon, John-Stewart</p> <p>2013-01-01</p> <p>In this article, I question the general idea that <span class="hlt">inclusive</span> education--i.e., to teach all students in one class--is a moral human right. The following discussion shows that the widespread view in disability studies that there is a moral human right to <span class="hlt">inclusive</span> education can be reasonably called into question by virtue of the proposed counter arguments, but without denying that <span class="hlt">inclusive</span> education is of utmost importance. Practically speaking, the legal human right to <span class="hlt">inclusive</span> education is of great practical value for impaired students, and for their basic right to be free from discrimination in education, since their concern thereby gains great legal and moral force. But, theoretically speaking, this particular human right lacks an attainable consensus concerning proper moral justification.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/21608221','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/21608221"><span><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://adsabs.harvard.edu/abs/2009AGUFM.V51E1771C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V51E1771C"><span>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/servlets/purl/979695','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/979695"><span>Duality in Semi-<span class="hlt">Inclusive</span> Pion Electroproduction</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>F E Close, W Melnitchouk</p> <p>2009-05-01</p> <p>We explore quark-hadron duality in semi-<span class="hlt">inclusive</span> pion electroproduction on proton and neutron targets. Using the spin-flavor symmetric quark model, we compute ratios of $\\pi^+$ and $\\pi^-$ cross sections for both unpolarized and polarized scattering, and discuss realizations of duality in several symmetry breaking scenarios. The model calculations allow one to understand some of the key features of recent data on semi-<span class="hlt">inclusive</span> pion production at low energies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016LPICo1921.6098S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016LPICo1921.6098S"><span>Refractory <span class="hlt">Inclusions</span> in Pristine Chondrites: Population Comparisons and Equilibrium Condensates</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Simon, S. B.</p> <p>2016-08-01</p> <p>The refractory <span class="hlt">inclusion</span> populations of two CO3 chondrites, DOM 08006 and MIL 090019, were investigated. In both samples >10% of the <span class="hlt">inclusions</span> contain grossite, a predicted solar condensate, rare in most <span class="hlt">inclusion</span> populations but significant here.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/6195741','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/6195741"><span>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://adsabs.harvard.edu/abs/2009AGUFM.V42B..04H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V42B..04H"><span>Do Melt <span class="hlt">Inclusions</span> Answer Big Questions?</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hofmann, A. W.; Sobolev, A. V.</p> <p>2009-12-01</p> <p>In a pioneering paper, Sobolev and Shimizu (1993) demonstrated the existence of ultra-depleted melt <span class="hlt">inclusions</span> in olivine phenocrysts in MORB. They interpreted these as evidence for the preservation of parental melts formed by progressive near-fractional melting. Subsequently many cases have been described where melt <span class="hlt">inclusions</span> from single basalt samples display enormous chemical and isotopic heterogeneity. The interpretation of these observations hinges critically on whether such melt <span class="hlt">inclusions</span> can faithfully preserve primary or parental melt composition. If they do, melt <span class="hlt">inclusion</span> data can truly answer big questions from small-scale observations. If they do not, they answer rather small questions. Favoring the second possibility, Danyushevsky et al. (2004) have suggested that much of the observed variability of highly incompatible trace elements in melt <span class="hlt">inclusions</span> “may not represent geologically significant melts, but instead reflect localized, grain-scale reaction processes within the magmatic plumbing system.” We disagree and show that this mechanism cannot, for example, explain isotopic heterogeneity measured in several suites of melt <span class="hlt">inclusions</span>, nor does it not account for the presence of ultra-depleted melts and "ghost" plagioclase signatures in other <span class="hlt">inclusions</span>. More recently, Spandler et al. (2007) have suggested on the basis of experimental evidence that diffusion rates for REE in olivine are so rapid that parental melt compositions in melt <span class="hlt">inclusions</span> are rapidly falsified by diffusional exchange with (evolved) host lava. We show that the very fact that extreme chemical and isotopic heterogeneities are routinely preserved in melt <span class="hlt">inclusions</span> demonstrates that this conclusion is unwarranted, either because residence times of the olivine phenocrysts are much shorter than assumed by Spandler et al. or because the high experimental diffusion rates are caused by an unknown experimental artifact. Although there is no obvious flaw in design and execution of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/20861558','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/20861558"><span>Endomorphisms on half-sided modular <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Svegstrup, Rolf Dyre</p> <p>2006-12-15</p> <p>In algebraic quantum field theory we consider nets of von Neumann algebras indexed over regions of the space time. Wiesbrock [''Conformal quantum field theory and half-sided modular <span class="hlt">inclusions</span> of von Neumann algebras,'' Commun. Math. Phys. 158, 537-543 (1993)] has shown that strongly additive nets of von Neumann algebras on the circle are in correspondence with standard half-sided modular <span class="hlt">inclusions</span>. We show that a finite index endomorphism on a half-sided modular <span class="hlt">inclusion</span> extends to a finite index endomorphism on the corresponding net of von Neumann algebras on the circle. Moreover, we present another approach to encoding endomorphisms on nets of von Neumann algebras on the circle into half-sided modular <span class="hlt">inclusions</span>. There is a natural way to associate a weight to a Moebius covariant endomorphism. The properties of this weight have been studied by Bertozzini et al. [''Covariant sectors with infinite dimension and positivity of the energy,'' Commun. Math. Phys. 193, 471-492 (1998)]. In this paper we show the converse, namely, how to associate a Moebius covariant endomorphism to a given weight under certain assumptions, thus obtaining a correspondence between a class of weights on a half-sided modular <span class="hlt">inclusion</span> and a subclass of the Moebius covariant endomorphisms on the associated net of von Neumann algebras. This allows us to treat Moebius covariant endomorphisms in terms of weights on half-sided modular <span class="hlt">inclusions</span>. As our aim is to provide a framework for treating endomorphisms on nets of von Neumann algebras in terms of the apparently simpler objects of weights on half-sided modular <span class="hlt">inclusions</span>, we lastly give some basic results for manipulations with such weights.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19847822','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19847822"><span>One-pot mechanosynthesis with three levels of molecular self-assembly: coordination bonds, hydrogen bonds and host-guest <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Friscić, Tomislav; Mestrović, Ernest; Skalec Samec, Dijana; Kaitner, Branko; Fábián, László</p> <p>2009-11-23</p> <p>Liquid-assisted grinding (LAG) was used to combine three levels of molecular self-assembly into a one-pot mechanochemical approach for the construction of metal-organic materials. The approach was applied for the construction of three adducts of cobalt(II) dibenzoylmethanate with isonicotinamide, nicotinamide and imidazole, to screen for their <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. The one-pot process consists of: i) The coordination-driven binding of addends to the equatorially-protected metal ion, resulting in "wheel-and-axle"-shaped complexes; ii) self-assembly of resulting complexes by way of hydrogen-bonded synthons to form metal-organic <span class="hlt">inclusion</span> hosts; iii) in situ <span class="hlt">inclusion</span> of the grinding liquid in the resulting host. This approach provided quantitatively and within 20 min the known <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of the bis(isonicotinamide) adduct in a single synthetic step. Changing the liquid phase in LAG was used to explore the <span class="hlt">inclusion</span> behaviour of new wheel-and-axle adducts with nicotinamide and imidazole, revealing several <span class="hlt">inclusion</span> <span class="hlt">compounds</span>, as well as two polymorphs, of the bis(nicotinamide) host. Preliminary results suggest that one-pot LAG is superior to solution synthesis in screening for metal-organic <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. The difference between the methods is rationalised in terms of reactant solubility and solvent competition. In contrast to the nicotinamide adduct, the bis(imidazole) adduct did not form <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. The difference in the <span class="hlt">inclusion</span> properties of the two adducts is rationalised by structural information gathered by single crystal and powder X-ray diffraction.</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>XAFS Model <span class="hlt">Compound</span> Library</span></a></p> <p><a target="_blank" href="http://www.osti.gov/dataexplorer">DOE Data Explorer</a></p> <p>Newville, Matthew</p> <p></p> <p>The XAFS Model <span class="hlt">Compound</span> Library contains XAFS data on model <span class="hlt">compounds</span>. The term "model" <span class="hlt">compounds</span> refers to <span class="hlt">compounds</span> of homogeneous and well-known crystallographic or molecular structure. Each data file in this library has an associated atoms.inp file that can be converted to a feff.inp file using the program ATOMS. (See the related Searchable Atoms.inp Archive at http://cars9.uchicago.edu/~newville/adb/) This Library exists because XAFS data on model <span class="hlt">compounds</span> is useful for several reasons, including comparing to unknown data for "fingerprinting" and testing calculations and analysis methods. The collection here is currently limited, but is growing. The focus to date has been on inorganic <span class="hlt">compounds</span> and minerals of interest to the geochemical community. [Copied, with editing, from http://cars9.uchicago.edu/~newville/ModelLib/</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1082930','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1082930"><span>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('https://www.osti.gov/scitech/biblio/543181','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/543181"><span>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://adsabs.harvard.edu/abs/2015JMoSt1101...14S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JMoSt1101...14S"><span>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://eric.ed.gov/?q=New+AND+Guinea&id=EJ983742','ERIC'); return false;" href="http://eric.ed.gov/?q=New+AND+Guinea&id=EJ983742"><span>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…</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><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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+disability&pg=4&id=EJ1114026','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+disability&pg=4&id=EJ1114026"><span>Supporting the Transition to <span class="hlt">Inclusive</span> Education: Teachers' Attitudes to <span class="hlt">Inclusion</span> in the Seychelles</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Main, Susan; Chambers, Dianne J.; Sarah, Paulette</p> <p>2016-01-01</p> <p>The <span class="hlt">inclusion</span> of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more <span class="hlt">inclusive</span> societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=3&id=EJ1058225','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education+AND+students+AND+disabilities&pg=3&id=EJ1058225"><span>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('https://eric.ed.gov/?q=inclusion&pg=3&id=EJ986168','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=3&id=EJ986168"><span>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> </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://eric.ed.gov/?q=democratic+AND+requirements&pg=3&id=EJ974042','ERIC'); return false;" href="http://eric.ed.gov/?q=democratic+AND+requirements&pg=3&id=EJ974042"><span>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('https://eric.ed.gov/?q=picture+AND+puzzle&pg=3&id=ED517346','ERIC'); return false;" href="https://eric.ed.gov/?q=picture+AND+puzzle&pg=3&id=ED517346"><span>The <span class="hlt">Inclusion</span> Puzzle: A Case Study of <span class="hlt">Inclusion</span> in a Rural Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Arnold, Linda N.</p> <p>2010-01-01</p> <p><span class="hlt">Inclusion</span> of special education students in general education classrooms has come to general acceptance by educators as one option in the continuum of special education service delivery. Another view of <span class="hlt">inclusion</span> is the ideal of providing for all the varied individual needs of a diverse population of students: learning needs, physical needs,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+educational&pg=6&id=EJ1012653','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=6&id=EJ1012653"><span>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('https://eric.ed.gov/?q=inclusion+AND+educational&pg=3&id=EJ970251','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+educational&pg=3&id=EJ970251"><span>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('https://eric.ed.gov/?q=Sen&pg=7&id=EJ977194','ERIC'); return false;" href="https://eric.ed.gov/?q=Sen&pg=7&id=EJ977194"><span>Teaching <span class="hlt">Inclusively</span>: Are Secondary Physical Education Student Teachers Sufficiently Prepared to Teach in <span class="hlt">Inclusive</span> 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>Coates, Janine Kim</p> <p>2012-01-01</p> <p>Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted <span class="hlt">inclusivity</span> in the way children with special educational needs (SEN) are taught. Therefore, <span class="hlt">inclusion</span> has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=First+AND+stage+AND+labour&id=EJ1033335','ERIC'); return false;" href="https://eric.ed.gov/?q=First+AND+stage+AND+labour&id=EJ1033335"><span><span class="hlt">Inclusion</span> "All Present and Correct?" A Critical Analysis of New Labour's <span class="hlt">Inclusive</span> Education Policy in England</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hodkinson, Alan</p> <p>2013-01-01</p> <p>Drawing on Derrida this paper considers how <span class="hlt">inclusive</span> education in England was defined and operationalised within New Labour's educational policy and by those teachers who reconstructed this policy within the confines of schools and individual classrooms. The paper has two critical ambitions. First it argues that the epistemology of <span class="hlt">inclusion</span> was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=3&id=EJ986168','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=3&id=EJ986168"><span>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=Ghost&pg=2&id=EJ1033335','ERIC'); return false;" href="http://eric.ed.gov/?q=Ghost&pg=2&id=EJ1033335"><span><span class="hlt">Inclusion</span> "All Present and Correct?" A Critical Analysis of New Labour's <span class="hlt">Inclusive</span> Education Policy in England</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hodkinson, Alan</p> <p>2013-01-01</p> <p>Drawing on Derrida this paper considers how <span class="hlt">inclusive</span> education in England was defined and operationalised within New Labour's educational policy and by those teachers who reconstructed this policy within the confines of schools and individual classrooms. The paper has two critical ambitions. First it argues that the epistemology of <span class="hlt">inclusion</span> was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bolt+AND+analysis&pg=2&id=EJ977194','ERIC'); return false;" href="http://eric.ed.gov/?q=bolt+AND+analysis&pg=2&id=EJ977194"><span>Teaching <span class="hlt">Inclusively</span>: Are Secondary Physical Education Student Teachers Sufficiently Prepared to Teach in <span class="hlt">Inclusive</span> 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>Coates, Janine Kim</p> <p>2012-01-01</p> <p>Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted <span class="hlt">inclusivity</span> in the way children with special educational needs (SEN) are taught. Therefore, <span class="hlt">inclusion</span> has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has…</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>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('https://www.ncbi.nlm.nih.gov/pubmed/20621427','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20621427"><span>αB-crystallin negative astrocytic <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barnett, Brad P; Bressler, Joseph; Chen, Terina; Hutchins, Grover M; Crain, Barbara J; Kaufmann, Walter E</p> <p>2011-04-01</p> <p>We report on an unusual pathological finding of astrocytes, observed in the brain of a 16-year-old African-American male with severe intellectual disability and spastic quadriplegia. The brain showed bilateral pericentral, perisylvian polymicrogyria and pachygyria, in conjunction with a large number of hypertrophic astrocytes with eosinophilic granular cytoplasmic <span class="hlt">inclusions</span>. The astrocytic abnormality was more severe in the dysgenetic area but present throughout the cerebral cortex. Astrocytic <span class="hlt">inclusions</span> stained with acid fuchsin, azocarmine and Holzer's stain, and were immunoreactive for GFAP, S-100, and ubiquitin, but not for αB-crystallin, filamin, vimentin, nestin, tau or α-synuclein. Based on the case and a review of the literature, the authors postulate that these astrocytic <span class="hlt">inclusions</span> in the cerebral cortex reflect abnormalities in radial glial developmental processes, such as migration, differentiation, or glial-neuronal interaction function during neuronal migration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017lcnm.book..361S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017lcnm.book..361S"><span><span class="hlt">Inclusions</span> in freely suspended smectic films</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Stannarius, Ralf; Harth, Kirsten</p> <p></p> <p>Smectic liquid crystal phases have a unique property: Like soap solutions, they can form stable freely suspended films. Their aspect ratios can be larger than one million to one. Such films can serve as models for two-dimensional (2D) uids, with or without in-plane anisotropy. Solid or liquid <span class="hlt">inclusions</span> trapped in these films by capillary forces can move in the film plane and interact with other <span class="hlt">inclusions</span>, with film thickness gradients or the film boundaries, and even with the local orientation field. We describe preparation techniques to incorporate particles or droplets in thin smectic films, and optical observation methods. Several aspects make <span class="hlt">inclusions</span> in freely suspended films interesting research objects: They provide rich information on capillary forces as well as surface and interfacial tensions, they can serve as platforms for hydrodynamic studies in 2D, and they may help to understand coalescence dynamics at the transition from 2D to 3D...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25559642','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25559642"><span><span class="hlt">Inclusion</span> probability with dropout: an operational formula.</span></a></p> <p><a target="_blank" href="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21058803','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21058803"><span><span class="hlt">Inclusive</span> cultural empathy for successful global leadership.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pedersen, Paul B; Pope, Mark</p> <p>2010-11-01</p> <p>Empathy is reported in the research literature as a necessary factor in counseling and psychotherapy, but psychologists have historically interpreted empathy through an exclusively individual focus. Most of the research on empathy has been predicated on a definition of empathy as occurring when one person vicariously experiences the feelings, perceptions, and thoughts of another. In Western cultures, the study of empathy focuses exclusively on the individual, whereas in traditional non-Western cultures, empathy more typically involves an <span class="hlt">inclusive</span> perspective focusing on the individual and significant others in the societal context. This article explores the reframing of "empathy," based on an individualistic perspective, into "<span class="hlt">inclusive</span> cultural empathy," based on a more relationship-centered perspective, as an alternative interpretation of the empathic process. Psychologists are both the problem and the solution to this dilemma, and the authors call upon the field to take leadership in applying this "<span class="hlt">inclusive</span> cultural empathy" model.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19790055153&hterms=isotopic+enrichment&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Disotopic%2Benrichment','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19790055153&hterms=isotopic+enrichment&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Disotopic%2Benrichment"><span>Isotopic fractionation of silicon 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>Clayton, R. N.; Mayeda, T. K.; Epstein, S.</p> <p>1978-01-01</p> <p>The variations of Si-30/Si-28 and Si-29/Si-28 in Allende <span class="hlt">inclusions</span> are large, and are due predominantly to mass-dependent fractionation effects. Gas-soild or gas-liquid condensation processes at high temperatures have sufficiently large fractionation factors to account for the heavy-isotope enrichments in coarse-grained <span class="hlt">inclusions</span>. Heavy isotope depletions are found in some Allende samples, and apparently result from a late-stage condensation. Thus, the silicon isotopic compositions may be useful for determining the sequence of events in forming the Allende meteorite. The peculiar Allende <span class="hlt">inclusion</span>, Cl, has a very large mass-fractionated enrichment of Si-30/Si-28, and in addition, perhaps a small nuclear enrichment of Si-29. Olivine from the unusual pallasite, Eagle Station, has normal silicon isotope abundances even though it has a large O-16 excess.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23570838','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23570838"><span>History of <span class="hlt">Inclusive</span> Design in the UK.</span></a></p> <p><a target="_blank" href="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1912200A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1912200A"><span>Orientation relationship between diamond and magnesiochromite <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>Alvaro, Matteo; Angel, Ross; Nimis, Paolo; Milani, Sula; Harris, Jeff; Nestola, Fabrizio</p> <p>2017-04-01</p> <p>The correct determination of the relative crystallographic orientations of single crystals has many applications. When single crystals undergo phase transitions, especially at high pressures, the relative orientations of the two phases yields insights into transition mechanisms (Dobson et al 2013). On the other hand, determination of the crystallographic orientations of minerals included in diamonds can provide insights into the mechanisms of their entrapment and the timing of their formation relative to the host diamond (e.g. Nestola et al. 2014, Milani et al. 2016). The reported occurrence of non-trivial orientations for some minerals in diamonds, suggesting an epitaxial relationship, has long been considered to reflect contemporaneous growth of the diamond and the <span class="hlt">inclusion</span> (e.g. syngenesis). Correct interpretation of such orientations requires (i) a statistically significant crystallographic data set for single and multiple <span class="hlt">inclusions</span> in a large number of diamonds, and (ii) a robust data-processing method, capable of removing ambiguities derived from the high symmetry of the diamond and the <span class="hlt">inclusion</span>. We have developed a software to perform such processing (OrientXplot, Angel et al. 2015), starting from crystallographic orientation matrixes obtained by X-ray diffractometry or EBSD data. Previous studies of <span class="hlt">inclusions</span> in lithospheric diamonds, by single-crystal X-ray diffraction and EBSD, indicate a wide variety in the orientations of different <span class="hlt">inclusion</span> phases with respect to their diamond host (Futergendler & Frank-Kamenetsky 1961; Frank-Kamenetsky 1964; Wiggers de Vries et al. 2011; Nestola et al. 2014, Milani et al. 2016). For example, olivine <span class="hlt">inclusions</span> in lithospheric diamonds from Udachnaya do not show any preferred orientations with respect to their diamond hosts, but multiple <span class="hlt">inclusions</span> in a single diamond often show very similar orientations within few degrees. In the present work on magnesiochromite <span class="hlt">inclusions</span> in diamonds from Udachnaya, there is a</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA097469','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA097469"><span>Sulfide <span class="hlt">Inclusions</span> in Electroslag Remelted Steels.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1981-01-01</p> <p>8089 6ASS ACUET NTO TEC C MDEDP FMTRA EC F01/SULFIDE <span class="hlt">INCLUSIONS</span> I N ELECTROSLAG REMELTED STEELS (U)~JAN 1 40BOLDY, T FUJII, D R PoI RIER DAAGA6-78-C...NATIONAL BUREAU Of SIAND1ARDS 1963-A A): D O C AMMRC TR 81-4 SULFIDE <span class="hlt">INCLUSIONS</span> P ELECTROSLAG REMELTED STEELS January 1981 M. D . Boldy, T. Fujii, D . R...Approved for public release; distribution unlimited. ELECT S APR8 1981D S[tE TED Prepared for D ARMY MATERIALS AND MECHANICS RESEARCH CENTER Watertown</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>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, the Federal Home Loan Mortgage Corporation, and the Federal Home Loan Banks to promote diversity and the <span class="hlt">inclusion</span> of women and minorities in all activities. The proposed rule will implement this provision.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26784549','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26784549"><span>Lagophthalmos and Ptosis in <span class="hlt">Inclusion</span> Body Myositis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shams, Fatemeh; Cauchi, Paul</p> <p></p> <p>Sporadic <span class="hlt">inclusion</span> body myositis is the most commonly acquired type of idiopathic inflammatory myopathy in people aged 50 and above. There is early weakness and atrophy of forearms and quadriceps and a third of patients also have mild facial weakness. Extraocular muscles are not affected and ptosis is rarely seen. The authors describe a unique case in which <span class="hlt">inclusion</span> body myositis presented with early mid face weakness and atrophy resulting in unilateral lagophthalmus, and ptosis, which have not been documented before. This case is not only unique in its presentation but also emphasizes the importance of considering differential diagnoses and conservative measures before contemplating surgery.</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/2009fuin.conf..353S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009fuin.conf..353S"><span><span class="hlt">Inclusive</span> Jet ALL Measurements at Star</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Staszak, D.</p> <p>2009-09-01</p> <p>We report STAR's preliminary measurement of the <span class="hlt">inclusive</span> jet longitudinal spin asymmetry ALL using data from the RHIC 2006 run. The 2006 data set was taken with 200 GeV polarized proton-proton collisions and represents 4.7 pb-1 of data. Typical beam polarizations were ~ 55 - 60%. The data are compared with theoretical calculations of ALL based on various GRSV models of the polarized parton distribution functions in the nucleon. Previous STAR <span class="hlt">inclusive</span> jet ALL and cross section measurements are also presented, as is a discussion of constraints these data place on the allowed theoretical models.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/5518828','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/5518828"><span><span class="hlt">Inclusive</span> photon energy spectrum in B decays</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Greub, C. )</p> <p>1992-02-01</p> <p>We present a theoretical estimate for the <span class="hlt">inclusive</span> photon energy spectrum in direct decays of [ital B]-mesons taking into account both the charged current (CC) and flavour changing neutral current (FCNC) processes. It is shown that the various components in the <span class="hlt">inclusive</span> spectrum can in principle be disentangled. In particular, the high energy part of the photon energy spectrum is dominated by the electromagnetic penguins. Its measurement could provide the first direct determination of the CKM matrix element [vert bar][ital V][sub [ital ts</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=nature+AND+open+AND+source&pg=4&id=EJ811411','ERIC'); return false;" href="http://eric.ed.gov/?q=nature+AND+open+AND+source&pg=4&id=EJ811411"><span>Patterns of <span class="hlt">Inclusive</span> Education through the Practice of Student Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Angelides, Panayiotis</p> <p>2008-01-01</p> <p>For the purpose of moving towards more <span class="hlt">inclusive</span> practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to <span class="hlt">inclusive</span> education. This paper investigates the nature of <span class="hlt">inclusive</span> education through the practice of student teachers and sees how so-called <span class="hlt">inclusive</span> education manifests…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=4&id=EJ831946','ERIC'); return false;" href="https://eric.ed.gov/?q=Inclusive+AND+education+AND+policies&pg=4&id=EJ831946"><span><span class="hlt">Inclusive</span> Education Policy in New Zealand: Reality or Ruse?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kearney, Alison; Kane, Ruth</p> <p>2006-01-01</p> <p>New Zealand, like many countries, is beginning the journey towards a more <span class="hlt">inclusive</span> education system. This paper examines <span class="hlt">inclusive</span> education in New Zealand, and in particular policy related to <span class="hlt">inclusive</span> education. New Zealand has the chance to make <span class="hlt">inclusion</span> a reality, but as Skrtic (1991) points out this will require a different way of thinking…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=journal+AND+bearing&pg=2&id=EJ1104991','ERIC'); return false;" href="http://eric.ed.gov/?q=journal+AND+bearing&pg=2&id=EJ1104991"><span>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=intercultural+AND+communication&pg=3&id=EJ1047218','ERIC'); return false;" href="http://eric.ed.gov/?q=intercultural+AND+communication&pg=3&id=EJ1047218"><span>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 paid…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+future+of+social+movement&pg=5&id=EJ1104991','ERIC'); return false;" href="https://eric.ed.gov/?q=The+future+of+social+movement&pg=5&id=EJ1104991"><span>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('https://eric.ed.gov/?q=inclusion+AND+social&id=EJ1047218','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&id=EJ1047218"><span>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 paid…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED412663.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED412663.pdf"><span><span class="hlt">Inclusion</span>: What It Is and How It Works Best.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Scheffel, Debora L.; Kallam, Michael; Smith, K. Ninia; Hoernicke, Placido Arturo</p> <p></p> <p><span class="hlt">Inclusion</span> is a way of providing a normalized educational experience for all children with disabilities. Educators differ, however, on the meaning of <span class="hlt">inclusion</span>, from full-<span class="hlt">inclusion</span> advocates to those who assert "<span class="hlt">inclusive</span>" means that learning needs are met in a range of service delivery contexts. Three components of inclusionary schooling that are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title26-vol14/pdf/CFR-2014-title26-vol14-sec26-2642-5.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title26-vol14/pdf/CFR-2014-title26-vol14-sec26-2642-5.pdf"><span>26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-04-01</p> <p>... 26 Internal Revenue 14 2014-04-01 2013-04-01 true Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title26-vol14/pdf/CFR-2013-title26-vol14-sec26-2642-5.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title26-vol14/pdf/CFR-2013-title26-vol14-sec26-2642-5.pdf"><span>26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-04-01</p> <p>... 26 Internal Revenue 14 2013-04-01 2013-04-01 false Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title26-vol14/pdf/CFR-2012-title26-vol14-sec26-2642-5.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title26-vol14/pdf/CFR-2012-title26-vol14-sec26-2642-5.pdf"><span>26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-04-01</p> <p>... 26 Internal Revenue 14 2012-04-01 2012-04-01 false Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-5.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-5.pdf"><span>26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... 26 Internal Revenue 14 2011-04-01 2010-04-01 true Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=paz&pg=3&id=ED559795','ERIC'); return false;" href="http://eric.ed.gov/?q=paz&pg=3&id=ED559795"><span>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('https://eric.ed.gov/?q=paz&pg=4&id=ED559795','ERIC'); return false;" href="https://eric.ed.gov/?q=paz&pg=4&id=ED559795"><span>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('https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ1128977','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ1128977"><span>Social Exclusion/<span class="hlt">Inclusion</span>: Foucault's Analytics of Exclusion, the Political Ecology of Social <span class="hlt">Inclusion</span> and the Legitimation 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>Peters, Michael A.; Besley, Tina A. C.</p> <p>2014-01-01</p> <p>This article offers a broad philosophical and historical background to the dyad of social exclusion/<span class="hlt">inclusion</span> by examining the analytics and politics of exclusion first by reference to Michel Foucault who studies the modern history of exclusion and makes it central to his approach in understanding the development of modern institutions of emerging…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=michel+AND+foucault&pg=2&id=EJ1128977','ERIC'); return false;" href="http://eric.ed.gov/?q=michel+AND+foucault&pg=2&id=EJ1128977"><span>Social Exclusion/<span class="hlt">Inclusion</span>: Foucault's Analytics of Exclusion, the Political Ecology of Social <span class="hlt">Inclusion</span> and the Legitimation 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>Peters, Michael A.; Besley, Tina A. C.</p> <p>2014-01-01</p> <p>This article offers a broad philosophical and historical background to the dyad of social exclusion/<span class="hlt">inclusion</span> by examining the analytics and politics of exclusion first by reference to Michel Foucault who studies the modern history of exclusion and makes it central to his approach in understanding the development of modern institutions of emerging…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4100018','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4100018"><span>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://adsabs.harvard.edu/abs/2011AcSpA..79.1904E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AcSpA..79.1904E"><span><span class="hlt">Inclusion</span> of Paracetamol into β-cyclodextrin nanocavities in solution and in the solid state</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>El-Kemary, Maged; Sobhy, Saffaa; El-Daly, Samy; Abdel-Shafi, Ayman</p> <p>2011-09-01</p> <p>We report on steady-state UV-visible absorption and emission characteristics of Paracetamol, drug used as antipyretic agent, in water and within cyclodextrins (CDs): β-CD, 2-hydroxypropyl- β-CD (HP- β-CD) and 2,6-dimethyl- β-CD (Me- β-CD). The results reveal that Paracetamol forms a 1:1 <span class="hlt">inclusion</span> complex with CD. Upon encapsulation, the emission intensity enhances, indicating a confinement effect of the nanocages on the photophysical behavior of the drug. Due to its methyl groups, the Me- β-CD shows the largest effect for the drug. The observed binding constant showing the following trend: Me- β-CD > HP- β-CD > β-CD. The less complexing effectiveness of HP- β-CD is due to the steric effect of the hydroxypropyl-substituents, which can hamper the <span class="hlt">inclusion</span> of the guest molecules. The solid state <span class="hlt">inclusion</span> complex was prepared by co-precipitation method and its characterization was investigated by Fourier transform infrared spectroscopy, 1H NMR and X-ray diffractometry. These approaches indicated that Paracetamol was able to form an <span class="hlt">inclusion</span> complex with CDs, and the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> exhibited different spectroscopic features and properties from Paracetamol.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EGUGA..18.1725A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EGUGA..18.1725A"><span>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> </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://hdl.handle.net/2060/20160009024','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160009024"><span>Environmentally Friendly Corrosion Preventative <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>Calle, Luz Marina; Montgomery, Eliza; Kolody, Mark; Curran, Jerry; Back, Teddy; Balles, Angela</p> <p>2012-01-01</p> <p>The objective of the Ground Systems Development and Operations Program Environmentally Friendly Corrosion Protective Coatings and Corrosion Preventive <span class="hlt">Compounds</span> (CPCs) project is to identify, test, and develop qualification criteria for the use of environmentally friendly corrosion protective coatings and CPCs for flight hardware and ground support equipment. This document is the Final Report for Phase I evaluations, which included physical property, corrosion resistance, and NASA spaceport environment compatibility testing and analysis of fifteen CPC types. The CPCs consisted of ten different oily film CPCs and five different wax or grease CPC types. Physical property testing encompassed measuring various properties of the bulk CPCs, while corrosion resistance testing directly measured the ability of each CPC material to protect various metals against corrosion. The NASA spaceport environment compatibility testing included common tests required by NASA-STD-6001, "Flammability, Odor, Offgassing, and Compatibility Requirements and Test Procedures for Materials in Environments that Support Combustion". At the end of Phase I, CPC materials were down-selected for <span class="hlt">inclusion</span> in the next test phases. This final report includes all data and analysis of results obtained by following the experimental test plan that was developed as part of the project. Highlights of the results are summarized by test criteria type.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013JPhCS.418a2004Q','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013JPhCS.418a2004Q"><span>Effect of <span class="hlt">inclusions</span>' distribution on microwave absorbing properties of composites</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Qin, Siliang; Wang, Qingguo; Qu, Zhaoming</p> <p>2013-03-01</p> <p>Effect of <span class="hlt">inclusions</span>' spatial distributions on the permeability and permittivity of composites is studied using the generalized Maxwell-Garnett equations. The result indicates that <span class="hlt">inclusions</span>' orientation distribution can increase the longitudinal electromagnetic parameters. For <span class="hlt">inclusions</span>' random and orientation distribution, single and three-layer absorbers are designed and optimized using genetic algorithm. The result shows that under a given absorbing requirement, absorber with <span class="hlt">inclusions</span>' orientation distribution is lighter and thinner than absorber with <span class="hlt">inclusions</span>' random distribution.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JMoSt1130..319R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JMoSt1130..319R"><span>Preparation, characterization, and in vitro anti-inflammatory evaluation of novel water soluble kamebakaurin/hydroxypropyl-β-cyclodextrin <span class="hlt">inclusion</span> complex</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Raza, Aun; Sun, Huifang; Bano, Shumaila; Zhao, Yingying; Xu, Xiuquan; Tang, Jian</p> <p>2017-02-01</p> <p>To enhance the aqueous solubility of kamebakaurin (KA), it was complexed with hydroxypropyl-β-cyclodextrin (HP-β-CD). In this study, the interaction KA with HP-β-CD and their <span class="hlt">inclusion</span> complex behavior were determined by different characterization techniques such as UV-vis, 1H NMR, FT-IR, PXRD and SEM. All the characterization information proved the development of <span class="hlt">inclusion</span> complex KA/HP-β-CD, and this <span class="hlt">inclusion</span> complex demonstrated discriminable spectroscopic characteristics and properties from free <span class="hlt">compound</span> KA. The results demonstrated that the water solubility of KA was remarkably increased in the presence of HP-β-CD. Furthermore, in vitro anti-inflammatory study showed that <span class="hlt">inclusion</span> complex KA/HP-β-CD maintained the anti-inflammatory effect of KA. These results demonstrate that HP-β-CD will be promisingly employed in the application of water-insoluble anti-inflammatory phytochemicals such as KA.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26147068','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26147068"><span>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="https://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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19930000168&hterms=neutron+tomography&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dneutron%2Btomography','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19930000168&hterms=neutron+tomography&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dneutron%2Btomography"><span>Tomographic Imaging Of Low-Density <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Roy, Jagatjit; Nguyen, Trung; Willenberg, James D.</p> <p>1993-01-01</p> <p>Computed neutron tomography reveals structure of volume containing material of lesser density surrounded by material of greater density. Technique used, for example, to examine and measure flaws or other <span class="hlt">inclusions</span> containing equally dense or less-dense material hidden in complicated structure made of denser material.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=4&id=EJ1109489','ERIC'); return false;" href="https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=4&id=EJ1109489"><span>Equity and <span class="hlt">Inclusion</span> outside the School's Walls</span></a></p> <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, Ange</p> <p>2016-01-01</p> <p>Over the last 30 years, controversy has reigned over the rights of children with learning disabilities to be educated alongside their peers in a mainstream classroom. Whether this is called integration or <span class="hlt">inclusion</span> has been another hotly debated discussion among professionals. There have been calls for the abolition of special schools. This paper…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=2&id=EJ1109492','ERIC'); return false;" href="https://eric.ed.gov/?q=principios+AND+derecho+AND+internacional+AND+trabajo+AND+oit%7d&pg=2&id=EJ1109492"><span>Expressive Arts--Embodying <span class="hlt">Inclusive</span> 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>Santos, Graça Duarte; Lima-Rodrigues, Luzia Mara</p> <p>2016-01-01</p> <p>The Declaration of Salamanca proposes a deep reformulation of educational praxis which has as a main goal to create an environment where all students can enjoy learning, improve and grow in confidence, in a perspective of <span class="hlt">Inclusive</span> Education. In this sense, it is necessary that teachers acquire scientific and educational skills but, also,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=part+AND+heart&pg=3&id=EJ975652','ERIC'); return false;" href="https://eric.ed.gov/?q=part+AND+heart&pg=3&id=EJ975652"><span><span class="hlt">Inclusive</span> Assessment at Point-of-Design</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keating, Neil; Zybutz, Tanya; Rouse, Karl</p> <p>2012-01-01</p> <p>Recognising assessment as a driver for learning and a key part of the student learning experience, this case study considers the impact of opening the assessment process to active student engagement as well as placing <span class="hlt">inclusivity</span> at the heart of the assessment task at point-of-design. This case study presents an approach to assessment that both…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=sweden+AND+culture&pg=4&id=EJ1030163','ERIC'); return false;" href="http://eric.ed.gov/?q=sweden+AND+culture&pg=4&id=EJ1030163"><span>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/ED495705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED495705.pdf"><span>Student Teacher Perspectives on <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nevin, Ann; Cohen, Judith; Salazar, Liliana; Marshall, Deidre</p> <p>2007-01-01</p> <p>The purpose of this study is to discover Florida International University student teachers' perceptions and experiences about <span class="hlt">inclusive</span> education during their student teaching internship. A total of 271 student teachers (all those enrolled in Spring 06 and Fall 06 student teaching) participated. A mixed methods design was utilized to analyze the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22child+neglect%22+AND+effects&pg=7&id=EJ501995','ERIC'); return false;" href="http://eric.ed.gov/?q=%22child+neglect%22+AND+effects&pg=7&id=EJ501995"><span><span class="hlt">Inclusive</span> Therapeutic Preschool Programs for Young Children.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, William H.</p> <p>1995-01-01</p> <p>Examines definitions, scope, and negative effects of child abuse and neglect. Recommends <span class="hlt">inclusive</span> therapeutic preschool programs to address special needs of children with significant histories of child maltreatment. Identifies service coordination for families and integration of early education and related services as critical components of the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=90s&pg=6&id=EJ651819','ERIC'); return false;" href="https://eric.ed.gov/?q=90s&pg=6&id=EJ651819"><span>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('https://eric.ed.gov/?q=social+AND+learning+AND+behaviour&pg=5&id=EJ857870','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+learning+AND+behaviour&pg=5&id=EJ857870"><span>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/EJ982869.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ982869.pdf"><span>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('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3857869','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3857869"><span>Nonlinear elastic <span class="hlt">inclusions</span> in isotropic solids</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Yavari, Arash; Goriely, Alain</p> <p>2013-01-01</p> <p>We introduce a geometric framework to calculate the residual stress fields and deformations of nonlinear solids with <span class="hlt">inclusions</span> and eigenstrains. <span class="hlt">Inclusions</span> are regions in a body with different reference configurations from the body itself and can be described by distributed eigenstrains. Geometrically, the eigenstrains define a Riemannian 3-manifold in which the body is stress-free by construction. The problem of residual stress calculation is then reduced to finding a mapping from the Riemannian material manifold to the ambient Euclidean space. Using this construction, we find the residual stress fields of three model systems with spherical and cylindrical symmetries in both incompressible and compressible isotropic elastic solids. In particular, we consider a finite spherical ball with a spherical <span class="hlt">inclusion</span> with uniform pure dilatational eigenstrain and we show that the stress in the <span class="hlt">inclusion</span> is uniform and hydrostatic. We also show how singularities in the stress distribution emerge as a consequence of a mismatch between radial and circumferential eigenstrains at the centre of a sphere or the axis of a cylinder. PMID:24353470</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=international+AND+student+AND+behaviour&pg=4&id=EJ857870','ERIC'); return false;" href="http://eric.ed.gov/?q=international+AND+student+AND+behaviour&pg=4&id=EJ857870"><span>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('https://eric.ed.gov/?q=Nidhi&id=EJ798906','ERIC'); return false;" href="https://eric.ed.gov/?q=Nidhi&id=EJ798906"><span>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=inclusion+AND+social&pg=2&id=EJ1000626','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ1000626"><span>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://files.eric.ed.gov/fulltext/ED512724.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED512724.pdf"><span>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('https://www.gpo.gov/fdsys/pkg/FR-2010-03-08/pdf/2010-4768.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-03-08/pdf/2010-4768.pdf"><span>75 FR 10446 - Minority and Women <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-03-08</p> <p>... BOARD 12 CFR Part 906 FEDERAL HOUSING FINANCE AGENCY 12 CFR Part 1207 RIN 2590-AA28 Minority and Women... issuing notice and opportunity for the public to comment on this proposed rule on minority and women... to promote diversity and the <span class="hlt">inclusion</span> of women and minorities in all activities. 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