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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. Formation of β-Cyclodextrin inclusion compound with doxycycline: A theoretical approach

    NASA Astrophysics Data System (ADS)

    Peraro, Cristian R.; Anconi, Amanda C. S. A.; Anconi, Cleber P. A.

    2018-01-01

    Recently, the inclusion compound formed by doxycycline and modified CD was investigated. In the inclusion compound, the unstable site of doxycycline was protected by the hydrophobic CD cavity. However, the guest arrangement inside CD cavity has not identified. In some situations, the correlation between protons of the guest and host in a 2D-ROESY experiment can be compatible with head and tail spatial arrangements. In the present work, the most stable guest spatial arrangement for the inclusion of doxycycline into β-CD was evaluated at B97-D/6-311++(2d,p) level of theory. For sake of comparison, tetracycline inclusion compound was also studied.

  4. 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.

  5. [Separation of gamma linolenic acid from evening primrose oil with urea inclusion--orthogonal experiment of optimizing technological parameters and observation of urea inclusion compound I].

    PubMed

    Wang, Hua; Ling, Man; Xue, Gang; Liu, Fengxia; Guo, Shuxian

    2010-05-01

    The influence on the urea inclusion compound under different conditions (allocated proportion, time of inclusion, temperature of inclusion) were studied through the orthogonal test, and theoretical reference of urea inclusion process for further optimization wound be offered. The orthogonal experiment was adopted, and microscope was used to observe the shape, aperture size of the urea inclusion compound under different technological parameters, the GC was employed to inspect the purity of GLA. The results indicated that the ratio of fatty acids and urea, inclusion of temperature, time of inclusion had great effect on urea inclusion compound. The three factors and its interactions significantly affected the purity of GLA. The results also showed that the best process was that the ratio of fatty acids and urea was 1 : 3, temperature of inclusion was--15 degrees C, time of inclusion was 24 h. Under the best condition, the purity of GLA reach up to 95.575 9%; and it is feasible to observe the shape and the amount of the urea inclusion compound to reflect and guide the urea inclusion technology.

  6. [Study on two preparation methods for beta-CD inclusion compound of four traditional Chinese medicine volatile oils].

    PubMed

    Li, Hailiang; Cui, Xiaoli; Tong, Yan; Gong, Muxin

    2012-04-01

    To compare inclusion effects and process conditions of two preparation methods-colloid mill and saturated solution-for beta-CD inclusion compound of four traditional Chinese medicine volatile oils and study the relationship between each process condition and volatile oil physical properties and the regularity of selective inclusion of volatile oil components. Volatile oils from Nardostachyos Radix et Rhizoma, Amomi Fructus, Zingiberis Rhizoma and Angelicaesinensis Radix were prepared using two methods in the orthogonal test. These inclusion compounds by optimized processes were assessed and compared by such methods as TLC, IR and scanning electron microscope. Inclusion oils were extracted by steam distillation, and the components found before and after inclusion were analyzed by GC-MS. Analysis showed that new inclusion compounds, but inclusion compounds prepared by the two processes had differences to some extent. The colloid mill method showed a better inclusion effect than the saturated solution method, indicating that their process conditions had relations with volatile oil physical properties. There were differences in the inclusion selectivity of components between each other. The colloid mill method for inclusion preparation is more suitable for industrial requirements. To prepare volatile oil inclusion compounds with heavy gravity and high refractive index, the colloid mill method needs longer time and more water, while the saturated solution method requires higher temperature and more beta-cyclodextrin. The inclusion complex prepared with the colloid mill method contains extended molecular weight chemical composition, but the kinds of components are reduced.

  7. Solid-state studies and antioxidant properties of the γ-cyclodextrin·fisetin inclusion compound.

    PubMed

    Pais, Joana M; Barroca, Maria João; Marques, Maria Paula M; Almeida Paz, Filipe A; Braga, Susana S

    2017-01-01

    Fisetin is a natural antioxidant with a wide range of nutraceutical properties, including antidiabetic, neuroprotecting, and suppression or prevention of tumors. The present work describes the preparation of a water-soluble, solid inclusion compound of fisetin with gamma-cyclodextrin (γ-CD), a cyclic oligosaccharide approved for human consumption. A detailed physicochemical analysis of the product is carried out using elemental analysis, powder X-ray diffraction (PXRD), Raman, infrared and 13 C{ 1 H} CP-MAS NMR spectroscopies, and thermal analysis (TGA) to verify fisetin inclusion and to present a hypothetical structural arrangement for the host-guest units. The antioxidant activity of the γ-CD·fisetin inclusion compound is evaluated by the DPPH assay.

  8. 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

  9. Inclusion compound of vitamin B6 in β-CD. Physico-chemical and structural investigations

    NASA Astrophysics Data System (ADS)

    Borodi, Gheorghe; Kacso, Irina; Farcaş, Sorin I.; Bratu, Ioan

    2009-08-01

    Structural and physico-chemical characterization of supramolecular assembly of vitamin B6 with β-cyclodextrin (β-CD) prepared by different methods (kneading, co-precipitation and freeze-drying) has been performed by using several spectroscopic techniques (FTIR, 1H NMR, UV-Vis), powder X-ray diffraction and DSC in order to evidence the inclusion compound formation. An analysis of the chemical shifts observed in the 1H-NMR spectra and of the vibrational frequency shifts led to the tentative conclusion that the vitamin B6 probably enters the cyclodextrin torus when forming the β-CD-vitamin B6 inclusion complex.

  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. 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.

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

    Abstract-Two <span class="hlt">compound</span> calcium-aluminum-rich <span class="hlt">inclusions</span> (CAIs), 3N from the oxidized CV chondrite Northwest Africa (NWA) 3118 and 33E from the reduced CV chondrite Efremovka, contain ultrarefractory (UR) <span class="hlt">inclusions</span>. 3N is a forsterite-bearing type B (FoB) CAI that encloses UR <span class="hlt">inclusion</span> 3N-24 composed of Zr,Sc,Y-rich oxides, Y-rich perovskite, and Zr,Sc-rich Al,Ti-diopside. 33E contains a fluffy type A (FTA) CAI and UR CAI 33E-1, surrounded by Wark-Lovering rim layers of spinel, Al-diopside, and forsterite, and a common forsterite-rich accretionary rim. 33E-1 is composed of Zr,Sc,Y-rich oxides, Y-rich perovskite, Zr,Sc,Y-rich pyroxenes (Al,Ti-diopside, Sc-rich pyroxene), and gehlenite. 3N-24's UR oxides and Zr,Sc-rich Al,Ti-diopsides are 16O-poor (Δ17O approximately -2‰ to -5‰). Spinel in 3N-24 and spinel and Al-diopside in the FoB CAI are 16O-rich (Δ17O approximately -23 ± 2‰). 33E-1's UR oxides and Zr,Sc-rich Al,Ti-diopsides are 16O-depleted (Δ17O approximately -2‰ to -5‰) vs. Al,Ti-diopside of the FTA CAI and spinel (Δ17O approximately -23 ± 2‰), and Wark-Lovering rim Al,Ti-diopside (Δ17O approximately -7‰ to -19‰). We infer that the <span class="hlt">inclusions</span> experienced multistage formation in nebular regions with different oxygen-isotope compositions. 3N-24 and 33E-1's precursors formed by evaporation/condensation above 1600 °C. 3N and 33E's precursors formed by condensation and melting (3N only) at significantly lower temperatures. 3N-24 and 3N's precursors aggregated into a <span class="hlt">compound</span> object and experienced partial melting and thermal annealing. 33E-1 and 33E avoided melting prior to and after aggregation. They acquired Wark-Lovering and common forsterite-rich accretionary rims, probably by condensation, followed by thermal annealing. We suggest 3N-24 and 33E-1 originated in a 16O-rich gaseous reservoir and subsequently experienced isotope exchange in a 16O-poor gaseous reservoir. Mechanism and timing of oxygen-isotope exchange remain</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27918300','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27918300"><span>Three polymorphs of an <span class="hlt">inclusion</span> <span class="hlt">compound</span> of 2,2'-(disulfanediyl)dibenzoic acid and trimethylamine.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yang, Yunxia; Li, Lihua; Zhang, Li; Dong, Wenjing; Ding, Keying</p> <p>2016-12-01</p> <p>Polymorphism is the ability of a solid material to exist in more than one form or crystal structure and this is of interest in the fields of crystal engineering and solid-state chemistry. 2,2'-(Disulfanediyl)dibenzoic acid (also called 2,2'-dithiosalicylic acid, DTSA) is able to form different hydrogen bonds using its carboxyl groups. The central bridging S atoms allow the two terminal arene rings to rotate freely to generate various hydrogen-bonded linking modes. DTSA can act as a potential host molecule with suitable guest molecules to develop new <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. We report here the crystal structures of three new polymorphs of the <span class="hlt">inclusion</span> <span class="hlt">compound</span> of DTSA and trimethylamine, namely trimethylazanium 2-[(2-carboxyphenyl)disulfanyl]benzoate 2,2'-(disulfanediyl)dibenzoic acid monosolvate, C 3 H 10 N + ·C 14 H 9 O 4 S 2 - ·C 14 H 10 O 4 S 2 , (1), tetrakis(trimethylazanium) bis{2-[(2-carboxyphenyl)disulfanyl]benzoate} 2,2'-(disulfanediyl)dibenzoate 2,2'-(disulfanediyl)dibenzoic acid monosolvate, 4C 3 H 10 N + ·2C 14 H 9 O 4 S 2 - ·C 14 H 8 O 4 S 2 2- ·C 14 H 10 O 4 S 2 , (2), and trimethylazanium 2-[(2-carboxyphenyl)disulfanyl]benzoate, C 3 H 10 N + ·C 14 H 9 O 4 S 2 - , (3). In the three polymorphs, DTSA utilizes its carboxyl groups to form conventional O-H...O hydrogen bonds to generate different host lattices. The central N atoms of the guest amine molecules accept H atoms from DTSA molecules to give the corresponding cations, which act as counter-ions to produce the stable crystal structures via N-H...O hydrogen bonding between the host acid and the guest molecule. It is noticeable that although these three <span class="hlt">compounds</span> are composed of the same components, the final crystal structures are totally different due to the various configurations of the host acid, the number of guest molecules and the inducer (i.e. ancillary experimental acid).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21838803','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21838803"><span>Probing of some <span class="hlt">compounds</span> as anti-aggregatory additives in the protein refolding process from Escherichia coli <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>Zilinskas, Albinas; Sereikaite, Jolanta</p> <p>2011-01-01</p> <p>Five <span class="hlt">compounds</span> of different chemical structure were tested for aggregation suppression during the refolding of porcine and mink growth hormones as model proteins from Escherichia coli <span class="hlt">inclusion</span> bodies by the dilution method. Of all <span class="hlt">compounds</span> tested in this work, 3-guanidinopropionic acid (GPA) containing a guanidinium group was the most effective additive for aggregation suppression. Anti-aggregatory properties of GPA were compared with the ones of l-arginine. Copyright © 2011 International Union of Biochemistry and Molecular Biology, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015CPL...633..158P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015CPL...633..158P"><span>Stability and spatial arrangement of the 2,4-dichlorophenoxyacetic acid and β-cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compound</span>: A theoretical study</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pereira, Robson A.; Anconi, Cleber P. A.; Nascimento, Clebio S.; De Almeida, Wagner B.; Dos Santos, Hélio F.</p> <p>2015-07-01</p> <p>The present letter reports results from a comprehensive theoretical analysis of the <span class="hlt">inclusion</span> process involving 2,4-dichlorophenoxyacetic acid (2,4-D) and β-cyclodextrin (β-CD) for which the experimental data of formation is available. Spatial arrangement and stabilization energies were evaluated in gas phase and aqueous solution through density functional theory (DFT) and through the use of SMD implicit solvation approach. The discussed methodology was applied to predict the stability and identify the most favorable form (deprotonated or neutral) as well as the most probable spatial arrangement of the studied <span class="hlt">inclusion</span> <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23591111','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23591111"><span><span class="hlt">A</span> <span class="hlt">cyclodextrin</span>-capped histone deacetylase inhibitor.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Amin, Jahangir; Puglisi, Antonino; Clarke, James; Milton, John; Wang, Minghua; Paranal, Ronald M; Bradner, James E; Spencer, John</p> <p>2013-06-01</p> <p>We have synthesized a β-cyclodextrin (βCD)-capped histone deacetylase (HDAC) inhibitor 3 containing an alkyl linker and a zinc-binding hydroxamic acid motif. Biological evaluation (HDAC inhibition studies) of 3 enabled us to establish the effect of replacing an aryl cap (in SAHA (vorinostat,)) 1 by a large saccharidic scaffold "cap". HDAC inhibition was observed for 3, to a lesser extent than SAHA, and rationalized by molecular docking into the active site of HDAC8. However, <span class="hlt">compound</span> 3 displayed no cellular activity. Copyright © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AcSpA..61.1051D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AcSpA..61.1051D"><span>1H NMR study of <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of phenylurea derivatives in β-cyclodextrin</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dupuy, N.; Barbry, D.; Bria, M.; Marquis, S.; Vrielynck, L.; Kister, J.</p> <p>2005-04-01</p> <p>Proton nuclear magnetic resonance spectroscopy ( 1H NMR), which has become an important tool for the study "in situ" of β-cyclodextrin (β-CD) complexes, was used to study and structurally characterize the <span class="hlt">inclusion</span> complexes formed between β-CD and isoproturon, fenuron, monuron and diuron. The high variation of the chemical shifts from the proton located inside the cavity (H-3, H-5 and H-6) coupled with the non variation of the one located outer sphere of the β-CD (H-1, H-2 and H-4) provided clear evidence of the <span class="hlt">inclusion</span> phenomena. Two-dimensional rotating frame Overhauser effect spectroscopy (ROESY) experiments were carried out to further support the proposed <span class="hlt">inclusion</span> mode.</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/2015CryRp..60.1006Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015CryRp..60.1006Y"><span>Synthesis and crystal structures of <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of 2,2'-dithiosalicylic acid and triethylamine/tripropylamine</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yang, Y. X.; Li, H. Y.; Wu, J. F.</p> <p>2015-12-01</p> <p>Herein we reported two new <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of 2,2'-dithiosalicylic acid (C14H10O4S2, DTSA) and triethylamine and tripropylamine, [C14H8O4S 2 2- · [N+(C2H5)3]2 · H2O] (1) and [C14H10O4S2 · C14H8O4S 2 2- · [N+(C3H7)3]2] (2). <span class="hlt">Compound</span> 1: triclinic P overline 1, a = 8.2159(2), b = 12.5724(3), c = 14.9203(3) Å, α = 97.0390(10), β = 101.4310(10)°, γ = 101.3370(10)°, V = 1460.06(6) Å3, Z = 2, R 1 = 0.0526, wR 2 = 0.1495; <span class="hlt">Compound</span> 2: monoclinic P21/ c, a = 20.5178(13), b = 15.3623(8), c = 15.5529(9) Å, β = 102.036(3)°, V = 4794.5(5) Å3, Z = 4, R 1 = 0.0533, wR 2 = 0.1252. In these two crystal structures, DTSA utilizes conventional O-H···O hydrogen bonds to link to generate varied host lattices, in which the central N atoms of the guest amine molecules accept the protons of DTSA to form the corresponding cations to act as the couterions to develop the stable crystal structures. Noticeably, except Van der Waals forces usually existing between the host and guest molecules, the central N atoms of the guests of the two <span class="hlt">compounds</span> can construct strong N-H…O hydrogen bonds with the related host molecules, which further enforce the host-guest interactions to help form the final <span class="hlt">inclusion</span> <span class="hlt">compounds</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li class="active"><span>1</span></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_1 --> <div id="page_2" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="21"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016NRL....11..180S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016NRL....11..180S"><span>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/23510146','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23510146"><span>Peptides: β-cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span> as highly effective antimicrobial and anti-epithelial proliferation agents.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Consuegra, Jessika; de Lima, Maria Elena; Santos, Daniel; Sinisterra, Rubén Dario; Cortés, Maria Esperanza</p> <p>2013-12-01</p> <p>The use of antimicrobial peptides (AMPs) as therapeutic agents for periodontal infections has great advantages, such as broad spectrum of action, low toxicity, and limited bacterial resistance. However, their practical use is limited because of the large amount of peptide required to exercise the microbicidal function. LyeTxI, LL37f, and KR12 cationic peptides were prepared with β-cyclodextrin (βCD) at 1:1 molar ratios. The susceptibility of Porphyromonas gingivalis, Aggregatibacter actinomycetemcomitans, and Fusobacterium nucleatum were assessed in anaerobic conditions. Cytotoxicity assays were performed using osteoblast and Caco-2 epithelial cells, and hemolytic activity was assessed on rabbit erythrocytes at an absorbance of 414 nm. Parameters of surface roughness and electrical charge were established by atomic force microscopy and zeta (ζ) potential, respectively. AMP/βCDs drastically decreased the peptide concentration required for activity against the bacteria tested. Moreover, AMPs associated with βCD were able to modify cell-surface parameters, such as roughness and ζ potential. On the other hand, AMP/βCD did not alter the degree of hemolysis induced by the pure AMPs. The effective concentration at half-maximum values of the peptides and <span class="hlt">compounds</span> on osteoblasts were greater than the concentrations required to achieve inhibition of bacterial growth in all the species tested. AMP/βCDs inhibited the proliferation of Caco-2 epithelial cells in a more efficient manner than AMPs alone. AMP/βCD <span class="hlt">compounds</span> more effectively inhibit periodontopathogenic bacteria than AMPs alone, with the additional ability of inhibiting the proliferation of epithelial cells at concentrations that are non-cytotoxic for osteoblasts and erythrocytes.</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/2006AGUFM.H11E1295B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006AGUFM.H11E1295B"><span>Post monitoring of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> remeditated chlorinated solvent contaminated aquifer</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Blanford, W. J.</p> <p>2006-12-01</p> <p>Hydroxypropyl-â-cyclodextrin (HPâCD) has been tested successfully in the laboratory and in the field for enhanced flushing of low-polarity contaminants from aquifers. The cyclodextrin molecule forms a toroidal structure, which has a hydrophobic cavity. Within this cavity, organic <span class="hlt">compounds</span> of appropriate shape and size can form <span class="hlt">inclusion</span> complexes, which is the basis for the use of cyclodextrin in groundwater remediation. The hydrophilic exterior of the molecule makes cyclodextrin highly water-soluble. The solubility of cyclodextrins can be further enhanced by adding functional groups, such as hydroxypropyl groups, to the cyclodextrin core. The aqueous solubility of HPâCD exceeds 950 g/L. These high solubilities are advantageous for field applications because they permit relatively high concentrations of the flushing agent. In order for cyclodextrin to become a feasible remediative alternative, it must be demonstrate a short term resistance to biodegradation during field application, but ultimately biodegrade so as not to pose a long term presence in the aquifer. The potential for degradation of cyclodextrin as well as changes in the chlorinated solvents and groundwater geochemistry were examined during the post monitoring of a field demonstration in a shallow aquifer at Little Creek Naval Amphibious Base in Virginia. It was found that a portion of the cyclodextrin remaining in the aquifer after the cessation of field activities biodegraded during the 425 days of post monitoring. This degradation also led to the degradation of the chlorinated solvents trichloroethylene and 1,1-trichloroethane through both biological and chemical processes. The aquifer remained anaerobic with average dissolved oxygen levels below 0.5 mg/L. Dissolved nitrate and sulfate concentrations within the cyclodextrin plume decreased due their being used as terminal electron acceptors during the degradation of the cyclodextrin. The concentrations of total iron at the field site showed no</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JCHyd.210...31K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JCHyd.210...31K"><span>Spectroscopic methods for aqueous cyclodextrin <span class="hlt">inclusion</span> complex binding measurement for 1,4-dioxane, chlorinated co-contaminants, and ozone</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Khan, Naima A.; Johnson, Michael D.; Carroll, Kenneth C.</p> <p>2018-03-01</p> <p>Recalcitrant organic contaminants, such as 1,4-dioxane, typically require advanced oxidation process (AOP) oxidants, such as ozone (O3), for their complete mineralization during water treatment. Unfortunately, the use of AOPs can be limited by these oxidants' relatively high reactivities and short half-lives. These drawbacks can be minimized by partial encapsulation of the oxidants within <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> cavity to form <span class="hlt">inclusion</span> complexes. We determined the <span class="hlt">inclusion</span> complexes of O3 and three common co-contaminants (trichloroethene, 1,1,1-trichloroethane, and 1,4-dioxane) as guest <span class="hlt">compounds</span> within hydroxypropyl-β-cyclodextrin. Both direct (ultraviolet or UV) and competitive (fluorescence changes with 6-p-toluidine-2-naphthalenesulfonic acid as the probe) methods were used, which gave comparable results for the <span class="hlt">inclusion</span> constants of these species. Impacts of changing pH and NaCl concentrations were also assessed. Binding constants increased with pH and with ionic strength, which was attributed to variations in guest <span class="hlt">compound</span> solubility. The results illustrate the versatility of cyclodextrins for <span class="hlt">inclusion</span> complexation with various types of <span class="hlt">compounds</span>, binding measurement methods are applicable to a wide range of applications, and have implications for both extraction of contaminants and delivery of reagents for treatment of contaminants in wastewater or contaminated groundwater.</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.osti.gov/biblio/6190219-diffusion-coefficients-systems-inclusion-compounds-alpha-cyclodextrin-phenylalanine-water-degree','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/6190219-diffusion-coefficients-systems-inclusion-compounds-alpha-cyclodextrin-phenylalanine-water-degree"><span>Diffusion coefficients in systems with <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. 1. alpha. -Cyclodextrin-L-phenylalanine-water at 25 degree C</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Paduano, L.; Sartorio, R.; Vitagliano, V.</p> <p></p> <p>Diffusion coefficients in the ternary system {alpha}-cyclodextrin (at one concentration)-L-phenylalanine (at four concentrations)-water have been measured by using the Gouy interferometric technique. The effect of the <span class="hlt">inclusion</span> equilibrium on the cross-term diffusion coefficients was observed. The measured diffusion coefficients in the ternary systems were used to calculate values of the binding constants. These values are in good agreement with the value obtained from calorimetric studies.</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://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/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. © 2013.</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.osti.gov/biblio/22415351-fully-quantal-calculation-sub-translation-rotation-states-sub-sub-sup-sup-clathrate-hydrate-inclusion-compound','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22415351-fully-quantal-calculation-sub-translation-rotation-states-sub-sub-sup-sup-clathrate-hydrate-inclusion-compound"><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., E-mail: felker@chem.ucla.edu</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.more » 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.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27776417','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27776417"><span>Redox-Active Carbohydrate-Coated Nanoparticles: Self-Assembly of <span class="hlt">a</span> <span class="hlt">Cyclodextrin</span>-Polystyrene Glycopolymer with Tetrazine-Naphthalimide.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gross, Andrew J; Haddad, Raoudha; Travelet, Christophe; Reynaud, Eric; Audebert, Pierre; Borsali, Redouane; Cosnier, Serge</p> <p>2016-11-15</p> <p>The controlled self-assembly of precise and well-defined photochemically and electrochemically active carbohydrate-coated nanoparticles offers the exciting prospect of biocompatible catalysts for energy storage/conversion and biolabeling applications. Here an aqueous nanoparticle system has been developed with a versatile outer layer for host-guest molecule encapsulation via β-cyclodextrin <span class="hlt">inclusion</span> complexes. A β-cyclodextrin-modified polystyrene polymer was first obtained by copper nanopowder click chemistry. The glycopolymer enables self-assembly and controlled encapsulation of tetrazine-naphthalimide, as a model redox-active agent, into nanoparticles via nanoprecipitation. Cyclodextrin host-guest interactions permit encapsulation and internanoparticle cross-linking for the formation of fluorescent <span class="hlt">compound</span> and clustered self-assemblies with chemically reversible electroactivity in aqueous solution. Light scattering experiments revealed stable particles with hydrodynamic diameters of 138 and 654 nm for nanoparticles prepared with tetrazine, of which 95% of the nanoparticles represent the smaller objects by number. Dynamic light scattering revealed differences as a function of preparation method in terms of size, 3-month stability, polydispersity, radius of gyration, and shape factor. Individual self-assemblies were visualized by atomic force microscopy and fluorescence microscopy and monitored in real-time by nanoparticle tracking analysis. UV-vis and fluorescence spectra provided insight into the optical properties and critical evidence for host-guest encapsulation as evidenced by solvachromatism and enhanced tetrazine uptake. Cyclic voltammetry was used to investigate the electrochemical properties and provided further support for encapsulation and an estimate of the tetrazine loading capacity in tandem with light scattering data.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/879593','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/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/doepatents">DOEpatents</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('https://eric.ed.gov/?q=inclusion&pg=2&id=EJ950538','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=2&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://adsabs.harvard.edu/abs/2018JMoSt1161....1F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JMoSt1161....1F"><span>Crystal structures and molecular dynamics studies of the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of β-citronellol in β-cyclodextrin, heptakis(2,6-di-O-methyl)-β-cyclodextrin and heptakis(2,3,6-tri-O-methyl)-β-cyclodextrin</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fourtaka, Katerina; Christoforides, Elias; Mentzafos, Dimitris; Bethanis, Kostas</p> <p>2018-06-01</p> <p>The crystal structures of the <span class="hlt">inclusion</span> complexes of the β-citronellol (cl) inβ-Cyclodextrin (β-CD), heptakis(2,6-di-O-methyl)-β-Cyclodextrin (DM-β-CD) and heptakis(2,3,6-tri-O-methyl)-β-Cyclodextrin (TM-β-CD) have being investigated by X-ray crystallography. The cl/β-CD <span class="hlt">inclusion</span> complex crystallizes in the P1space group forming dimers which are arranged along the c-axis according to the Intermediate Channel packing mode. Inside the dimeric host cavity two enantiomeric guest molecules are accommodated. The <span class="hlt">inclusion</span> complexes of cl/DM-β-CD and cl/TM-β-CD crystallize in the P212121 space group having both 1:1 guest:host stoichiometry, the guest found always with the (-)-cl enantiomeric configuration. The guest is fully encapsulated inside the DM-β-CD host cavity whereas is partially encapsulated in the TM-β-CD which is severely puckered as in all TM-β-CD complexes and its primary side is efficiently blocked by the methoxy groups. The complex units in the case of cl/DM-β-CD pack along the crystallographic a-axis in a head-to-tail manner forming columns of herringbone mode whereas in the case of cl/TM-β-CD are arranged also head-to-tail, parallel to the b-axis, in a screw-channel mode. MD simulations based on the determined crystal structures showed that in a simulated aqueous environment the guest maintains the <span class="hlt">inclusion</span> mode observed crystallographically in every case. MM/GBSA-calculations used for comparison of the <span class="hlt">inclusion</span> complexes binding affinity with each other, indicated that the <span class="hlt">inclusion</span> of β-citronellol in TM-β-CD is less favorable than in β-CD and DM-β-CD.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1154747','SCIGOV-DOEDE'); return false;" href="https://www.osti.gov/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://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('https://eric.ed.gov/?q=debate&pg=2&id=EJ1177459','ERIC'); return false;" href="https://eric.ed.gov/?q=debate&pg=2&id=EJ1177459"><span>The Value 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>Felder, Franziska</p> <p>2018-01-01</p> <p>In recent years <span class="hlt">inclusion</span> has become one of the most dominant values and objectives in education. However, there is still considerable disagreement concerning the theoretical concept of <span class="hlt">inclusion</span> and its normative implications. This article suggests an understanding of <span class="hlt">inclusion</span> that first differentiates analytically between societal and communal…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+inclusive&pg=7&id=ED563733','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+inclusive&pg=7&id=ED563733"><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>Salter, Derrick; Ashley, Mandi; Hayes, Brandalyn</p> <p>2013-01-01</p> <p>The overall purpose of this study was to provide school districts within Tennessee with more research about how weekly hours of <span class="hlt">inclusion</span> impact student achievement. Specifically, researchers examined which models of <span class="hlt">inclusion</span> were in use in two school districts in Tennessee, administrators' and teachers' perceptions of <span class="hlt">inclusion</span>, and whether or…</p> </li> </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('https://eric.ed.gov/?q=barriers+AND+inclusive+AND+education&pg=3&id=EJ826701','ERIC'); return false;" href="https://eric.ed.gov/?q=barriers+AND+inclusive+AND+education&pg=3&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=education+AND+disability+AND+inclusion+AND+canada&pg=4&id=EJ687948','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=4&id=EJ687948"><span><span class="hlt">Inclusion</span> as Professional Development</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stanovich, Paula J.; Jordan, Anne</p> <p>2004-01-01</p> <p>The <span class="hlt">inclusion</span> of students with disabilities in general education classrooms has become the preferred model of service delivery in many educational jurisdictions. The benefits of an <span class="hlt">inclusive</span> model for students are becoming clear as the research evidence begins to accumulate. However, the authors argue, <span class="hlt">inclusion</span> may well offer benefits for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70009796','USGSPUBS'); return false;" href="https://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://files.eric.ed.gov/fulltext/ED369231.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED369231.pdf"><span><span class="hlt">Inclusive</span> Schools. Topical Bibliography on <span class="hlt">Inclusive</span> Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sorenson, Barbara, Comp.; Drill, Janet, Comp.</p> <p></p> <p>This abstract bibliography of approximately 200 references looks at various aspects of <span class="hlt">inclusive</span> schools. References are a result of computer searches of three databases: the Educational Resources Information Center (ERIC), Exceptional Child Education Resources, and the Western Regional Resources Center. Preliminary information includes directions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=decision+AND+change+AND+personality&pg=5&id=ED491801','ERIC'); return false;" href="https://eric.ed.gov/?q=decision+AND+change+AND+personality&pg=5&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('https://eric.ed.gov/?q=abbott&pg=6&id=EJ764256','ERIC'); return false;" href="https://eric.ed.gov/?q=abbott&pg=6&id=EJ764256"><span>Embracing <span class="hlt">Inclusive</span> Teacher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moran, Anne</p> <p>2007-01-01</p> <p>This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of <span class="hlt">inclusive</span> attitudes, values and practices. <span class="hlt">Inclusive</span> education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://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> <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=.tif&pg=4&id=EJ1109422','ERIC'); return false;" href="https://eric.ed.gov/?q=.tif&pg=4&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&pg=5&id=EJ1025166','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=5&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://files.eric.ed.gov/fulltext/ED364031.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED364031.pdf"><span>Resources on <span class="hlt">Inclusive</span> Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hulgin, Kathy, Ed.</p> <p></p> <p>This information packet is intended for use by teachers, parents, administrators, therapists, advocates, and others interested in achieving <span class="hlt">inclusive</span> educational opportunities for students with disabilities. Part I provides reprints of selected readings, including: "Sample Case Studies of <span class="hlt">Inclusive</span> Education" (Janet Duncan); "Public Schools…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ914571.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ914571.pdf"><span>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('https://pubs.er.usgs.gov/publication/70001002','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70001002"><span>Fluid <span class="hlt">inclusion</span> geothermometry</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Cunningham, C.G.</p> <p>1977-01-01</p> <p>Fluid <span class="hlt">inclusions</span> trapped within crystals either during growth or at a later time provide many clues to the histories of rocks and ores. Estimates of fluid-<span class="hlt">inclusion</span> homogenization temperature and density can be obtained using a petrographic microscope with thin sections, and they can be refined using heating and freezing stages. Fluid <span class="hlt">inclusion</span> studies, used in conjunction with paragenetic studies, can provide direct data on the time and space variations of parameters such as temperature, pressure, density, and composition of fluids in geologic environments. Changes in these parameters directly affect the fugacity, composition, and pH of fluids, thus directly influencing localization of ore metals. ?? 1977 Ferdinand Enke Verlag Stuttgart.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70059178','USGSPUBS'); return false;" href="https://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('https://www.ncbi.nlm.nih.gov/pubmed/24277847','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24277847"><span>Limitations 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>Allen, Benjamin; Nowak, Martin A; Wilson, Edward O</p> <p>2013-12-10</p> <p>Until recently, <span class="hlt">inclusive</span> fitness has been widely accepted as a general method to explain the evolution of social behavior. Affirming and expanding earlier criticism, we demonstrate that <span class="hlt">inclusive</span> fitness is instead a limited concept, which exists only for a small subset of evolutionary processes. <span class="hlt">Inclusive</span> fitness assumes that personal fitness is the sum of additive components caused by individual actions. This assumption does not hold for the majority of evolutionary processes or scenarios. To sidestep this limitation, <span class="hlt">inclusive</span> fitness theorists have proposed a method using linear regression. On the basis of this method, it is claimed that <span class="hlt">inclusive</span> fitness theory (i) predicts the direction of allele frequency changes, (ii) reveals the reasons for these changes, (iii) is as general as natural selection, and (iv) provides a universal design principle for evolution. In this paper we evaluate these claims, and show that all of them are unfounded. If the objective is to analyze whether mutations that modify social behavior are favored or opposed by natural selection, then no aspect of <span class="hlt">inclusive</span> fitness theory is needed.</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('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. Copyright © 2015. Published by Elsevier Inc.</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/2009NuAlg..50..155K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009NuAlg..50..155K"><span><span class="hlt">Compound</span> matrices</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kravvaritis, Christos; Mitrouli, Marilena</p> <p>2009-02-01</p> <p>This paper studies the possibility to calculate efficiently <span class="hlt">compounds</span> of real matrices which have a special form or structure. The usefulness of such an effort lies in the fact that the computation of <span class="hlt">compound</span> matrices, which is generally noneffective due to its high complexity, is encountered in several applications. A new approach for computing the Singular Value Decompositions (SVD's) of the <span class="hlt">compounds</span> of a matrix is proposed by establishing the equality (up to a permutation) between the <span class="hlt">compounds</span> of the SVD of a matrix and the SVD's of the <span class="hlt">compounds</span> of the matrix. The superiority of the new idea over the standard method is demonstrated. Similar approaches with some limitations can be adopted for other matrix factorizations, too. Furthermore, formulas for the n - 1 <span class="hlt">compounds</span> of Hadamard matrices are derived, which dodge the strenuous computations of the respective numerous large determinants. Finally, a combinatorial counting technique for finding the <span class="hlt">compounds</span> of diagonal matrices is illustrated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=management+AND+school+AND+participation&pg=6&id=EJ1109442','ERIC'); return false;" href="https://eric.ed.gov/?q=management+AND+school+AND+participation&pg=6&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> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/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('https://eric.ed.gov/?q=file+AND+system&pg=7&id=EJ1027358','ERIC'); return false;" href="https://eric.ed.gov/?q=file+AND+system&pg=7&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('https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=3&id=EJ1109519','ERIC'); return false;" href="https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=3&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=alienation&pg=5&id=EJ1140709','ERIC'); return false;" href="https://eric.ed.gov/?q=alienation&pg=5&id=EJ1140709"><span><span class="hlt">Inclusion</span> Requires Fracturing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anila, Swarupa</p> <p>2017-01-01</p> <p><span class="hlt">Inclusion</span> strategies and approaches in interpretive planning processes for exhibitions are often resisted because they challenge precedents in museum practice. Maintaining traditional models may seem more comfortable for many museum professionals than to do the work of closely examining, fracturing, and transforming the practices that prioritize…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Bookshelf&id=EJ866737','ERIC'); return false;" href="https://eric.ed.gov/?q=Bookshelf&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=mary+AND+douglas&id=EJ1021873','ERIC'); return false;" href="https://eric.ed.gov/?q=mary+AND+douglas&id=EJ1021873"><span>Raising Achievement through <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Persson, Elisabeth</p> <p>2013-01-01</p> <p>In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through <span class="hlt">inclusive</span> practices. The purpose of…</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('http://files.eric.ed.gov/fulltext/ED372573.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED372573.pdf"><span><span class="hlt">Inclusion</span>: An Annotated Bibliography.</span></a></p> <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, Caroline; Carter, Susanne</p> <p></p> <p>This annotated bibliography is a compilation of recently published literature about <span class="hlt">inclusion</span> of students with disabilities in the mainstream of school and community life. The 279 resources are organized into 19 topical areas and are indexed by more than 200 subject descriptors. Within each section, resources are displayed alphabetically by author…</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://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('http://www.dtic.mil/docs/citations/ADA201609','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA201609"><span>Sliding and Debonding <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1988-08-15</p> <p>19 124 List of Publications Published under ARO StonsorshiD during this period 1. R.R. Castles and T. Mura, The analysis of eigenstrains outside of an...slippding interface, J. Aonl. Mech., 53 (1986) 103- 107. 12. N. Kinoshita and T. Mura, An ellipsoidal <span class="hlt">inclusion</span> with polynomial eigenstrains , Quart...Theory and application of harmonic eigenstrains , O.J.Mech. ADDl Math., 40 (1987) 169-188. 20. T. Mura, The eigenstrains method applied to fracture</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1993JMPSo..41..247H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1993JMPSo..41..247H"><span>Frictional sliding <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>Huang, Jin H.; Furuhashi, R.; Mura, T.</p> <p>1993-02-01</p> <p>S OLUTIONS ARE presented in closed form by using an averaging method for <span class="hlt">inclusions</span> sliding along an interface due to uniform eigenstrains precribed in the <span class="hlt">inclusions</span>. The associated stress fields are also analytically determined. A parameter s is introduced to indicate the relative magnitude of sliding compared with the extreme cases of perfect bonding and perfect sliding. When the parameter s becomes zero, the present solution coincides with Eshelby's solution which is the perfectly bonded case. In contrast, when the parameter s is unity, the solution agrees with Volterra's solution (M URA and F URUHASHI, 1984, J. appl. Mech.51, 308] for the perfect sliding case. Because of non-uniform elastic fields caused by sliding along the interface, the well-known Eshelby tensor is modified for the sliding <span class="hlt">inclusions</span>. Moreover, based on the Mori-Tanaka theory (M ORI and T ANAKA, 1973, Acta Metall.21, 571), an overall stress-strain relation is established to characterize the sliding effect on the overall elastic moduli.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23117948','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23117948"><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>Dimachkie, Mazen M; Barohn, Richard J</p> <p>2012-07-01</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. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=4&id=EJ1077451','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=4&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://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://adsabs.harvard.edu/abs/2009JOM....61k..56C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009JOM....61k..56C"><span>Removal of <span class="hlt">inclusions</span> from silicon</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ciftja, Arjan; Engh, Thorvald Abel; Tangstad, Merete; Kvithyld, Anne; Øvrelid, Eivind Johannes</p> <p>2009-11-01</p> <p>The removal of <span class="hlt">inclusions</span> from molten silicon is necessary to satisfy the purity requirements for solar grade silicon. This paper summarizes two methods that are investigated: (i) settling of the <span class="hlt">inclusions</span> followed by subsequent directional solidification and (infiltration by ceramic foam filters. Settling of <span class="hlt">inclusions</span> followed by directional solidification is of industrial importance for production of low-cost solar grade silicon. Filtration is reported as the most efficient method for removal of <span class="hlt">inclusions</span> from the top-cut silicon scrap.</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/25037082','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25037082"><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>Dimachkie, Mazen M; Barohn, Richard J</p> <p>2014-08-01</p> <p>The idiopathic inflammatory myopathies (IIMs) are a heterogeneous group of rare disorders that share many similarities. In addition to sporadic <span class="hlt">inclusion</span> body myositis (IBM), these include dermatomyositis, polymyositis, and autoimmune necrotizing myopathy. IBM is the most common IIM after age 50 years. Muscle histopathology shows endomysial inflammatory exudates surrounding and invading nonnecrotic muscle fibers often accompanied by rimmed vacuoles and protein deposits. It is likely that IBM is has a prominent degenerative component. This article reviews the evolution of knowledge in IBM, with emphasis on recent developments in the field, and discusses ongoing clinical trials. Copyright © 2014 Elsevier Inc. All rights reserved.</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://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://eric.ed.gov/?q=inclusive+AND+education&pg=5&id=EJ1109413','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=5&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=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('https://www.osti.gov/servlets/purl/1032876','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/1032876"><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 [Idaho Falls, ID; Peterson, Eric S [Idaho Falls, ID; Orme, Christopher J [Shelley, ID; Jones, Michael G [Chubbuck, ID; Wertsching, Alan K [Idaho Falls, ID; Luther, Thomas A [Idaho Falls, ID; Trowbridge, Tammy L [Idaho Falls, ID</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('https://www.osti.gov/servlets/purl/1013835','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/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('https://ntrs.nasa.gov/search.jsp?R=19830040088&hterms=Berman&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DS.%2BS.%2BBerman','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19830040088&hterms=Berman&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DS.%2BS.%2BBerman"><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/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://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://pubs.er.usgs.gov/publication/70013893','USGSPUBS'); return false;" href="https://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, John</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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sociology+AND+disability&pg=3&id=EJ908239','ERIC'); return false;" href="https://eric.ed.gov/?q=sociology+AND+disability&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://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=man&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="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=man&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('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://eric.ed.gov/?q=think+AND+like&pg=7&id=EJ842560','ERIC'); return false;" href="https://eric.ed.gov/?q=think+AND+like&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('https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=6&id=EJ954385','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&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> <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('https://eric.ed.gov/?q=Frost&pg=4&id=EJ869869','ERIC'); return false;" href="https://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('https://eric.ed.gov/?q=evolution+AND+inclusions&pg=7&id=EJ553997','ERIC'); return false;" href="https://eric.ed.gov/?q=evolution+AND+inclusions&pg=7&id=EJ553997"><span>The Evolution of Secondary <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>Thousand, Jacqueline; Rosenberg, Richard L.; Bishop, Kathryn D.; Villa, Richard A.</p> <p>1997-01-01</p> <p>Offers an alternative "Circle of Courage" model of education, derived from Native American culture, for creating <span class="hlt">inclusive</span> high schools that welcome, value, support, and facilitate the learning of adolescents with differing abilities. Best practices related to curriculum, instruction, assessment, and campus life for effective <span class="hlt">inclusion</span> are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED436036.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED436036.pdf"><span>IDEA and 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>Smith, Barbara J.; Rapport, Mary Jane K.</p> <p></p> <p>This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the <span class="hlt">inclusion</span> of children with disabilities in general early childhood education settings. The evolution of <span class="hlt">inclusion</span> policy is explored and changes in disability terminology are described. Amended provisions are then explained and include:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=marquita&pg=3&id=ED402293','ERIC'); return false;" href="https://eric.ed.gov/?q=marquita&pg=3&id=ED402293"><span>The <span class="hlt">Inclusive</span> Classroom. Professional'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>Grenot-Scheyer, Marquita; And Others</p> <p></p> <p><span class="hlt">Inclusive</span> education reflects the changing culture of contemporary schools with emphasis on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization. This guide is intended to help teachers implement <span class="hlt">inclusive</span> educational…</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> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://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=inclusion&pg=3&id=EJ1064170','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=3&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('https://eric.ed.gov/?q=inclusion&pg=4&id=EJ1103442','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=4&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=inclusion&pg=4&id=EJ1103440','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=4&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=inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dinclusion','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20010045189&hterms=inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dinclusion"><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('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('https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=7&id=EJ455360','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=7&id=EJ455360"><span>Measuring Attitudes toward <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>Wilczenski, Felicia L.</p> <p>1992-01-01</p> <p>Developed scale to measure attitudes toward <span class="hlt">inclusive</span> education, in which disabled students are responsibility of regular teacher supported by specialists. Administered scale to 301 elementary and secondary teachers and to 144 undergraduate elementary education majors. Analysis yielded four discrete dimensions of <span class="hlt">inclusive</span> education with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED575673.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED575673.pdf"><span>Preschool <span class="hlt">Inclusion</span> Finance Toolkit 2017</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cate, Debbie; Peters, Mary</p> <p>2017-01-01</p> <p>This document outlines strategies and guidance on collaborative funding strategies and mechanisms, including braided funding, to create and sustain high-quality <span class="hlt">inclusive</span> regular early childhood settings that are <span class="hlt">inclusive</span> of preschool children with disabilities. The use of federal funds is outlined specific to supporting young children with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Scary&pg=6&id=EJ603304','ERIC'); return false;" href="https://eric.ed.gov/?q=Scary&pg=6&id=EJ603304"><span>Principals Influence Culture of <span class="hlt">Inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>King, Sophia</p> <p>2000-01-01</p> <p>Three New American High Schools (in Pittsburgh, Baltimore, and Greenbelt, Maryland) have successfully replaced the special-education culture of separation with a culture of <span class="hlt">inclusion</span>. A large part of moving from self-contained practices to <span class="hlt">inclusion</span> was helping students become self-advocates, so that the world outside school and home would not…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70030673','USGSPUBS'); return false;" href="https://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://pubs.er.usgs.gov/publication/70045653','USGSPUBS'); return false;" href="https://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> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=7&id=EJ985992','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=7&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/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://pubs.er.usgs.gov/publication/70044884','USGSPUBS'); return false;" href="https://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> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70044897','USGSPUBS'); return false;" href="https://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('https://pubs.er.usgs.gov/publication/70045651','USGSPUBS'); return false;" href="https://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('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.osti.gov/biblio/5309672-sliding-inclusions-applications','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/5309672-sliding-inclusions-applications"><span>Sliding <span class="hlt">inclusions</span> and their applications</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Mura, T.</p> <p></p> <p>It is found that when an ellipsoidal <span class="hlt">inclusion</span> undergoes a shear eigenstrain and the <span class="hlt">inclusion</span> is free to slip along the interface, the stress field vanishes everywhere in the <span class="hlt">inclusion</span> and the matrix. It is assumed in the analysis that the <span class="hlt">inclusion</span> interface cannot sustain any shear traction. There exists a shear deformation which transforms an ellipsoid into the identical ellipsoid without changing its orientation (ellipsoid invariant transformation). Therefore, no resistance for shear deformation is expected. This may be a characteristic of deformation seen in superplasticity alloys and granular materials. The theory is valid even for large deformations when incrementalmore » strains (or strain rates) are considered instead of strains themselves.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA153114','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA153114"><span>Interaction Among Inhomogeneities and <span class="hlt">Inclusions</span>.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1985-01-22</p> <p>Some Recent Advances, ed. by X. Markenscoff, ASME, AMD, 63 (1984) 59-68. N. Kinoshita and T. Mura, " Eigenstrain Problems in a Finite Rody", SIAM J...terms of the free expansion strain ( eigenstrain ), the elastic moduli of the rock and the solidified demolition agent, and the fracture stress of rock...found an unexpected result for a sliding <span class="hlt">inclusion</span>. It is found that when an ellipsoidal <span class="hlt">inclusion</span> undergoes a uniform shear eigenstrain (non- elastic</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009LNCS.5727..967S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009LNCS.5727..967S"><span>Innovation for an <span class="hlt">Inclusive</span> Future</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Springett, Mark; Rice, Mark; Carmichael, Alex; Griffiths, Richard</p> <p></p> <p>This workshop will focus on setting the agenda for research, practice and policy in support of <span class="hlt">inclusive</span> design for third generation computer-based products. The next generation of technology represents an unprecedented opportunity to improve the quality of life for groups of users who have previously faced exclusion, such as those with impairments and older citizens. At the same time it risks creating a greater digital divide and further exclusion. How we approach design for this new generation will determine whether or not the third wave will provide positive advances towards an <span class="hlt">inclusive</span> digital world. We therefore need to put forward both a rationale for <span class="hlt">inclusive</span> design and provide pointers towards technical development and design practice in support of <span class="hlt">inclusion</span>. It is our belief that there is not only a strong moral case for design for <span class="hlt">inclusion</span> but also significant commercial incentive, which may be key to persuading influential players to focus on <span class="hlt">inclusion</span>. Therefore one of our key objectives is to describe and promote the advantages of designing ‘in from the edges’ of the user population rather than designing for a notional ‘average’ user.</p> </li> </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('https://www.osti.gov/servlets/purl/865740','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/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('https://pubs.er.usgs.gov/publication/70044814','USGSPUBS'); return false;" href="https://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('https://www.osti.gov/biblio/7148000','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/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('https://www.osti.gov/servlets/purl/869893','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/869893"><span>Chemical microsensors</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Li, DeQuan; Swanson, Basil I.</p> <p>1995-01-01</p> <p>An article of manufacture is provided including a substrate having an oxide surface layer and a selective thin film of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative chemically bound upon said substrate, said film is adapted for the <span class="hlt">inclusion</span> of a selected organic <span class="hlt">compound</span> therewith. Such an article can be either a chemical sensor capable of detecting a resultant mass change from <span class="hlt">inclusion</span> of the selected organic <span class="hlt">compound</span> or a chemical separator capable of reversibly selectively separating a selected organic <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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>... ensure the <span class="hlt">inclusion</span> of minorities, women, and individuals with disabilities, and businesses owned by... <span class="hlt">inclusion</span> and utilization of minorities, women, individuals with disabilities, and minority-, women-, and... the <span class="hlt">inclusion</span> and utilization of minorities, women, individuals with disabilities, and minority...</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('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=fair+AND+value&pg=7&id=EJ1072418','ERIC'); return false;" href="https://eric.ed.gov/?q=fair+AND+value&pg=7&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('https://eric.ed.gov/?q=hodge&pg=6&id=ED493257','ERIC'); return false;" href="https://eric.ed.gov/?q=hodge&pg=6&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('https://eric.ed.gov/?q=language+AND+inclusive&pg=7&id=EJ1036149','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+inclusive&pg=7&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=Classical+AND+music&pg=5&id=EJ870783','ERIC'); return false;" href="https://eric.ed.gov/?q=Classical+AND+music&pg=5&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://eric.ed.gov/?q=best+AND+way+AND+analysis+AND+stock&id=EJ1024217','ERIC'); return false;" href="https://eric.ed.gov/?q=best+AND+way+AND+analysis+AND+stock&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://adsabs.harvard.edu/abs/2017EPSC...11..616D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EPSC...11..616D"><span><span class="hlt">Inclusiveness</span> program - a SWOT analysis</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dósa, M.; Szegő, K.</p> <p>2017-09-01</p> <p>The <span class="hlt">Inclusiveness</span> Program was created with the aim to integrate currently under-represented countries into the mainstream of European planetary research. Main stages of the working plan include setting up a database containing all the research institutes and universities where astronomical or geophysical research is carried out. It is necessary to identify their problems and needs. Challenging part of the project is to find exact means that help their work in a sustainable way. Strengths, weaknesses, opportunities and threats of the program were identified based on feedback from the <span class="hlt">inclusiveness</span> community. Our conclusions, further suggestions are presented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28432016','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28432016"><span>Inkjet printing of antiviral PCL nanoparticles and anticancer cyclodextrin <span class="hlt">inclusion</span> complexes on bioadhesive film for cervical administration.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Varan, Cem; Wickström, Henrika; Sandler, Niklas; Aktaş, Yeşim; Bilensoy, Erem</p> <p>2017-10-15</p> <p>Personalized medicine is an important treatment approach for diseases like cancer with high intrasubject variability. In this framework, printing is one of the most promising methods since it permits dose and geometry adjustment of the final product. With this study, a combination product consisting of anticancer (paclitaxel) and antiviral (cidofovir) drugs was manufactured by inkjet printing onto adhesive film for local treatment of cervical cancers as a result of HPV infection. Furthermore, solubility problem of paclitaxel was overcome by maintaining this poorly soluble drug in <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> <span class="hlt">inclusion</span> complex and release of cidofovir was controlled by encapsulation in polycaprolactone nanoparticles. In vitro characterization studies of printed film formulations were performed and cell culture studies showed that drug loaded film formulation was effective on human cervical adenocarcinoma cells. Our study suggests that inkjet printing technology can be utilized in the development of antiviral/anticancer combination dosage forms for mucosal application. The drug amount in the delivery system can be accurately controlled and modified. Moreover, prolonged drug release time can be obtained. Printing of anticancer and antiviral drugs on film seem to be a potential approach for HPV-related cervical cancer treatment and a good candidate for further studies. Copyright © 2017 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+school&id=ED534917','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+school&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=programming+AND+101&pg=2&id=ED432843','ERIC'); return false;" href="https://eric.ed.gov/?q=programming+AND+101&pg=2&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=education+AND+disability+AND+inclusion+AND+canada&id=EJ1029907','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&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('https://eric.ed.gov/?q=education+AND+disability+AND+inclusion&pg=4&id=EJ1103441','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion&pg=4&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=physical+AND+activity+AND+importance&pg=6&id=EJ871889','ERIC'); return false;" href="https://eric.ed.gov/?q=physical+AND+activity+AND+importance&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=evolution+AND+inclusions&pg=7&id=EJ571748','ERIC'); return false;" href="https://eric.ed.gov/?q=evolution+AND+inclusions&pg=7&id=EJ571748"><span>Evolution: From Isolation 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>Kehoe, Sharon M.</p> <p>1998-01-01</p> <p>Today, school district leaders must comply with multiple federal statutes (Individuals with Disabilities Act, Section 504 of the Rehabilitation Act, and Americans with Disabilities Act). The trend is toward full <span class="hlt">inclusion</span>, despite judicial overrulings, clarifications of "least restrictive environment," and emergence of opposing groups.…</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://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('https://eric.ed.gov/?q=lessons+AND+history&id=EJ1138108','ERIC'); return false;" href="https://eric.ed.gov/?q=lessons+AND+history&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('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=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/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://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('https://eric.ed.gov/?q=education+AND+inclusive&pg=7&id=EJ1045392','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+inclusive&pg=7&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('https://eric.ed.gov/?q=inclusion&pg=3&id=EJ1103443','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=3&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=inclusion&pg=2&id=EJ1156290','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=2&id=EJ1156290"><span>Early Childhood <span class="hlt">Inclusion</span> 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>Liao, Hua-Fang; Wu, Pei-Fang</p> <p>2017-01-01</p> <p>In accordance with the Special Education Act that indicates that young children with special needs must have individualized educational plans and receive education with their typically developing peers in the general education setting, Taiwan implemented an experimental preschool <span class="hlt">inclusion</span> program in 1989. Subsequently, during the 1990s, there was…</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=Israel&pg=5&id=EJ1103462','ERIC'); return false;" href="https://eric.ed.gov/?q=Israel&pg=5&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('https://www.ncbi.nlm.nih.gov/pubmed/29886278','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29886278"><span>Exploring the oxidation and iron binding profile of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> encapsulated quercetin complex unveiled a controlled complex dissociation through a chemical stimulus.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Diamantis, Dimitrios A; Ramesova, Sarka; Chatzigiannis, Christos M; Degano, Ilaria; Gerogianni, Paraskevi S; Karadima, Constantina; Perikleous, Sonia; Rekkas, Dimitrios; Gerothanassis, Ioannis P; Galaris, Dimitrios; Mavromoustakos, Thomas; Valsami, Georgia; Sokolova, Romana; Tzakos, Andreas G</p> <p>2018-06-07</p> <p>Flavonoids possess a rich polypharmacological profile and their biological role is linked to their oxidation state protecting DNA from oxidative stress damage. However, their bioavailability is hampered due to their poor aqueous solubility. This can be surpassed through encapsulation to supramolecular carriers as cyclodextrin (CD). A quercetin- 2HP-β-CD complex has been formerly reported by us. However, once the flavonoid is in its 2HP-β-CD encapsulated state its oxidation potential, its decomplexation mechanism, its potential to protect DNA damage from oxidative stress remained elusive. To unveil this, an array of biophysical techniques was used. The quercetin-2HP-β-CD complex was evaluated through solubility and dissolution experiments, electrochemical and spectroelectrochemical studies (Cyclic Voltammetry) UV-Vis spectroscopy, HPLC-ESI-MS/MS and HPLC-DAD, fluorescence spectroscopy, NMR Spectroscopy, theoretical calculations (density functional theory (DFT)) and biological evaluation of the protection offered against H 2 O 2 -induced DNA damage. Encapsulation of quercetin inside the supramolecule's cavity enhanced its solubility and oxidation profile is retained in its encapsulated state. Although the protective ability of the quercetin-2HP-β-CD complex against H 2 O 2 was diminished, iron serves as a chemical stimulus to dissociate the complex and release quercetin. We found that in a quercetin-2HP-β-CD <span class="hlt">inclusion</span> complex quercetin retains its oxidation profile similarly to its native state, while iron can operate as a chemical stimulus to release quercetin from its host cavity. The oxidation profile of a natural product once it is encapsulated in a supramolecular cyclodextrin carrier as also it was discovered that decomplexation can be triggered by a chemical stimulus. Copyright © 2018. Published by Elsevier B.V.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18651814','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18651814"><span>Studies on bacterial <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>de Groot, Natalia S; Espargaró, Alba; Morell, Montserrat; Ventura, Salvador</p> <p>2008-08-01</p> <p>The field of protein misfolding and aggregation has become an extremely active area of research in recent years. Of particular interest is the deposition of polypeptides into <span class="hlt">inclusion</span> bodies inside bacterial cells. One reason for this interest is that protein aggregation constitutes a major bottleneck in protein production and restricts the spectrum of protein-based drugs available for commercialization. Additionally, prokaryotic cells could provide a simple yet powerful system for studying the formation and prevention of toxic aggregates, such as those responsible for a number of degenerative diseases. Here, we review recent work that has challenged our understanding of the structure and physiology of <span class="hlt">inclusion</span> bodies and provided us with a new view of intracellular protein deposition, which has important implications in microbiology, biomedicine and biotechnology.</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/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('http://adsabs.harvard.edu/abs/2018MMTB...49..926L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MMTB...49..926L"><span>Evolution of Non-metallic <span class="hlt">Inclusions</span> and Precipitates in Oriented Silicon Steel</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Luo, Yan; Yang, Wen; Ren, Qiang; Hu, Zhiyuan; Li, Ming; Zhang, Lifeng</p> <p>2018-06-01</p> <p>The evolution of <span class="hlt">inclusions</span> in oriented silicon steel during the manufacturing process was carried out by chemical composition analysis, non-aqueous electrolytic corrosion, and thermodynamic calculation. The morphology, composition, and size of <span class="hlt">inclusions</span> were analyzed introducing field emission scanning electron microscope. The oxides were mainly formed during the secondary refining, and the nitrides, sulfides, and <span class="hlt">compounds</span> were formed during the solidification and cooling of steel in the processes of continuous casting and hot rolling.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD0621165','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD0621165"><span>SULFUR <span class="hlt">COMPOUNDS</span> IN MORPHOGENESIS.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p></p> <p>CHICKENS, GROWTH(PHYSIOLOGY), MITOSIS, BACTERIA, ALGAE, LIPOIC ACID , THIOLS, BELGIUM...ORGANIC SULFUR <span class="hlt">COMPOUNDS</span>, METABOLISM), (*MORPHOLOGY(BIOLOGY), ORGANIC SULFUR <span class="hlt">COMPOUNDS</span>), (*NUCLEIC ACIDS , BIOSYNTHESIS), EGGS, EMBRYOS, AMPHIBIANS</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3910709','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3910709"><span>Application of DNA Chip Scanning Technology for Automatic Detection of Chlamydia trachomatis and Chlamydia pneumoniae <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bogdanov, Anita; Endrész, Valeria; Urbán, Szabolcs; Lantos, Ildikó; Deák, Judit; Burián, Katalin; Önder, Kamil; Ayaydin, Ferhan; Balázs, Péter</p> <p>2014-01-01</p> <p>Chlamydiae are obligate intracellular bacteria that propagate in the <span class="hlt">inclusion</span>, a specific niche inside the host cell. The standard method for counting chlamydiae is immunofluorescent staining and manual counting of chlamydial <span class="hlt">inclusions</span>. High- or medium-throughput estimation of the reduction in chlamydial <span class="hlt">inclusions</span> should be the basis of testing antichlamydial <span class="hlt">compounds</span> and other drugs that positively or negatively influence chlamydial growth, yet low-throughput manual counting is the common approach. To overcome the time-consuming and subjective manual counting, we developed an automatic <span class="hlt">inclusion</span>-counting system based on a commercially available DNA chip scanner. Fluorescently labeled <span class="hlt">inclusions</span> are detected by the scanner, and the image is processed by ChlamyCount, a custom plug-in of the ImageJ software environment. ChlamyCount was able to measure the <span class="hlt">inclusion</span> counts over a 1-log-unit dynamic range with a high correlation to the theoretical counts. ChlamyCount was capable of accurately determining the MICs of the novel antimicrobial <span class="hlt">compound</span> PCC00213 and the already known antichlamydial antibiotics moxifloxacin and tetracycline. ChlamyCount was also able to measure the chlamydial growth-altering effect of drugs that influence host-bacterium interaction, such as gamma interferon, DEAE-dextran, and cycloheximide. ChlamyCount is an easily adaptable system for testing antichlamydial antimicrobials and other <span class="hlt">compounds</span> that influence Chlamydia-host interactions. PMID:24189259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=evolution+AND+inclusions&pg=3&id=EJ531437','ERIC'); return false;" href="https://eric.ed.gov/?q=evolution+AND+inclusions&pg=3&id=EJ531437"><span>Women in Astronomy: <span class="hlt">Inclusion</span> in Introductory Textbooks.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Larsen, Kristine M.</p> <p>1995-01-01</p> <p>Discusses the reasons for identifying the contributions of women astronomers in introductory textbooks. The evolution of <span class="hlt">inclusion</span> over the past 4 decades is explored by examining the rates of <span class="hlt">inclusion</span> of 10 women astronomers in textbooks. Contains 100 references. (DDR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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>... Citation on PubMed Khubchandani SR, Vohra P, Chitale AR, Sidana P. Microvillous <span class="hlt">inclusion</span> disease--an ultrastructural diagnosis: ... O, Utermann G, Ruemmele FM, Huber LA, Janecke AR. MYO5B mutations cause microvillus <span class="hlt">inclusion</span> disease and disrupt ...</p> </li> </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://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.226.1139C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017ArRMA.226.1139C"><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>2017-12-01</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://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://eric.ed.gov/?q=Project+AND+Finance+AND+Developing+AND+Countries&pg=2&id=EJ915329','ERIC'); return false;" href="https://eric.ed.gov/?q=Project+AND+Finance+AND+Developing+AND+Countries&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://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('http://www.dtic.mil/docs/citations/ADA602076','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA602076"><span>Crack-<span class="hlt">Inclusion</span> Interaction: A Review</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2014-03-01</p> <p>research on the problem. fracture mechanics, <span class="hlt">inclusion</span>, crack, dislocation, Erdogan , Dundurs, integral equation, Green’s function 58 Christopher S. Meyer...14 Figure 9. Geometry for the crack-<span class="hlt">inclusion</span> problem, adapted from Erdogan and Wei (21) . . . 23 Figure 10. The...crack-<span class="hlt">inclusion</span> problem geometry, adapted from Erdogan and Wei (21): figure 9 is repeated here in the text for convenience</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('https://eric.ed.gov/?q=barriers+AND+implementing&pg=7&id=EJ922785','ERIC'); return false;" href="https://eric.ed.gov/?q=barriers+AND+implementing&pg=7&id=EJ922785"><span><span class="hlt">Inclusive</span> Schooling; Global Ideals and National Realities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Winzer, Maggie; Mazurek, Kas</p> <p>2009-01-01</p> <p>In the past two decades, <span class="hlt">inclusive</span> schooling for students with exceptional conditions has emerged in a range of national contexts to the extent that <span class="hlt">inclusion</span> is now a world-wide movement. Major prompts arise from mandates and directives from international bodies such as UNESCO. However, the provision of education built on social <span class="hlt">inclusion</span> places…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=normalization&pg=5&id=EJ669622','ERIC'); return false;" href="https://eric.ed.gov/?q=normalization&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=critical+AND+review+AND+cultural+AND+differences&pg=7&id=ED526393','ERIC'); return false;" href="https://eric.ed.gov/?q=critical+AND+review+AND+cultural+AND+differences&pg=7&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('https://eric.ed.gov/?q=challenges+AND+facilities&pg=3&id=EJ863241','ERIC'); return false;" href="https://eric.ed.gov/?q=challenges+AND+facilities&pg=3&id=EJ863241"><span><span class="hlt">Inclusive</span> Attitudes: A Pre-Service Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ryan, Thomas G.</p> <p>2009-01-01</p> <p>This enquiry has shown that pre-service teachers in Ontario, Canada (n = 141), believe they have the prerequisite training and knowledge to be <span class="hlt">inclusive</span> educators. They believe <span class="hlt">inclusion</span> is effective and produces required results for both identified and non-identified students. <span class="hlt">Inclusion</span> was viewed as a difficult proposition dependent upon several…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=forging&pg=4&id=EJ897686','ERIC'); return false;" href="https://eric.ed.gov/?q=forging&pg=4&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=physical+AND+education&pg=4&id=EJ1095860','ERIC'); return false;" href="https://eric.ed.gov/?q=physical+AND+education&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('https://www.gpo.gov/fdsys/pkg/FR-2010-12-28/pdf/2010-32541.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-12-28/pdf/2010-32541.pdf"><span>75 FR 81395 - Minority and Women <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-12-28</p> <p>... 2590-AA28 Minority and Women <span class="hlt">Inclusion</span> AGENCIES: Federal Housing Finance Board; Federal Housing Finance... and the <span class="hlt">inclusion</span> of women and minorities in all activities. The final rule implements the provisions.... It also requires each regulated entity to establish an Office of Minority and Women <span class="hlt">Inclusion</span>, or...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+inclusive&pg=7&id=EJ1029899','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+inclusive&pg=7&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://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>... 2590-AA28 Minority and Women <span class="hlt">Inclusion</span> AGENCIES: Federal Housing Finance Board; Federal Housing Finance... minority and women <span class="hlt">inclusion</span>. Section 1116 of the Housing and Economic Recovery Act of 2008 amended section... Loan Banks to promote diversity and the <span class="hlt">inclusion</span> of women and minorities in all activities...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion&pg=2&id=EJ1095510','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=2&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=saudi&pg=4&id=EJ1137440','ERIC'); return false;" href="https://eric.ed.gov/?q=saudi&pg=4&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('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://www.ncbi.nlm.nih.gov/pubmed/23696172','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23696172"><span><span class="hlt">Compounding</span> in Ukraine.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zdoryk, Oleksandr A; Georgiyants, Victoriya A; Gryzodub, Oleksandr I; Schnatz, Rick</p> <p>2013-01-01</p> <p>Pharmaceutical <span class="hlt">compounding</span> in modern Ukraine has a rich history and goes back to ancient times. Today in the Ukraine, there is a revival of <span class="hlt">compounding</span> practice, the opening of private <span class="hlt">compounding</span> pharmacies, updating of legislative framework and requirements of the State Pharmacopeia of Ukraine for <span class="hlt">compounding</span> preparations, and the introduction of Good Pharmaceutical Practice.</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://www.ncbi.nlm.nih.gov/pubmed/25149037','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25149037"><span>Hereditary <span class="hlt">inclusion</span>-body myopathies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Broccolini, Aldobrando; Mirabella, Massimiliano</p> <p>2015-04-01</p> <p>The term hereditary <span class="hlt">inclusion</span>-body myopathies (HIBMs) defines a group of rare muscle disorders with autosomal recessive or dominant inheritance and presence of muscle fibers with rimmed vacuoles and collection of cytoplasmic or nuclear 15-21 nm diameter tubulofilaments as revealed by muscle biopsy. The most common form of HIBM is due to mutations of the GNE gene that codes for a rate-limiting enzyme in the sialic acid biosynthetic pathway. This results in abnormal sialylation of glycoproteins that possibly leads to muscle fiber degeneration. Mutations of the valosin containing protein are instead responsible for hereditary <span class="hlt">inclusion</span>-body myopathy with Paget's disease of the bone and frontotemporal dementia (IBMPFD), with these three phenotypic features having a variable penetrance. IBMPFD probably represents a disorder of abnormal cellular trafficking of proteins and maturation of the autophagosome. HIBM with congenital joint contractures and external ophthalmoplegia is due to mutations of the Myosin Heavy Chain IIa gene that exerts a pathogenic effect through interference with filament assembly or functional defects in ATPase activity. This review illustrates the clinical and pathologic characteristics of HIBMs and the main clues available to date concerning the possible pathogenic mechanisms and therapeutic perspectives of these disorders. This article is part of a Special Issue entitled: Neuromuscular Diseases: Pathology and Molecular Pathogenesis. Copyright © 2014 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.usgs.gov/itr/1999/field_manual_of_wildlife_diseases.pdf#page=165','USGSPUBS'); return false;" href="https://pubs.usgs.gov/itr/1999/field_manual_of_wildlife_diseases.pdf#page=165"><span><span class="hlt">Inclusion</span> body disease of cranes</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Docherty, D.E.</p> <p>1999-01-01</p> <p>In March 1978, a previously unidentified herpesvirus was isolated at the National Wildlife Health Center (NWHC) from a die-off of captive cranes housed at the International Crane Foundation (ICF) in Baraboo, Wisconsin. Serological testing of this virus against other previously isolated avian herpesviruses does not result in cross-reactions, thereby supporting this agent’s status as a distinctly new virus. The NWHC assigned the descriptive name, “<span class="hlt">inclusion</span> body disease of cranes” (IBDC) to this disease when reporting the outbreak in the scientific literature, because the disease is characterized by microscopic <span class="hlt">inclusions</span> in cell nuclei throughout the liver and spleen.Very little is known about how this disease is transmitted. As with duck plague and avian cholera, outbreaks are thought to be initiated by disease carriers within a population of birds. The disease likely spreads by direct contact between infected birds and other susceptible birds and by contact with a virus-contaminated environment. Findings of antibody in sera of cranes bled nearly 3 years before the deaths at ICF indicates that the IBDC virus can be maintained in a captive crane population for at least 2 years and 8 months without causing mortality. The IBDC virus has been isolated from the cloaca of antibody-positive cranes, which indicates the potential for fecal shedding of the virus.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/722318','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/722318"><span>Axonal <span class="hlt">inclusions</span> in the crab Hemigrapsus nudus.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Smith, R S</p> <p>1978-10-01</p> <p>Light microscopic examination of living giant axons from the walking legs of Hemigrapsus nudus revealed intra-axonal <span class="hlt">inclusions</span> which were usually several tens of micrometers long and about 5 micron wide. The <span class="hlt">inclusions</span> were filled with small light-scattering particles. The <span class="hlt">inclusions</span> were shown, by thin section electron microscopy, to be composed largely 68% by volume) of mitochondria. Each <span class="hlt">inclusion</span> was surrounded by membrane bounded spaces which are presumed to represent a part of the smooth endoplasmic reticulum. Similar <span class="hlt">inclusions</span> were not found in the leg axons of a variety of other decapod crustaceans.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=2&id=EJ1037695','ERIC'); return false;" href="https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=2&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://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('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://ntrs.nasa.gov/search.jsp?R=19860050065&hterms=Erdogan&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DErdogan','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19860050065&hterms=Erdogan&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DErdogan"><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>Liu, X.-H.; Erdogan, F.</p> <p>1986-01-01</p> <p>The general plane elastostatic problem of interaction between a crack and an <span class="hlt">inclusion</span> is considered. The Green's functions for a pair of dislocations and a pair of concentrated body forces are used to generate the crack and the <span class="hlt">inclusion</span>. Integral equations are obtained for a line crack and an elastic line <span class="hlt">inclusion</span> having an arbitrary relative orientation and size. The nature of stress singularity around the end points of rigid and elastic <span class="hlt">inclusions</span> is described and three special cases of this intersection problem are studied. The problem is solved for an arbitrary uniform stress state away from the crack-<span class="hlt">inclusion</span> region. The nonintersecting crack-<span class="hlt">inclusion</span> problem is considered for various relative size, orientation, and stiffness parameters, and the stress intensity factors at the ends of the <span class="hlt">inclusion</span> and the crack are calculated. For the crack-<span class="hlt">inclusion</span> intersection case, special stress intensity factors are defined and are calculated for various values of the parameters defining the relative size and orientation of the crack and the <span class="hlt">inclusion</span> and the stiffness of the <span class="hlt">inclusion</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19840011860','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19840011860"><span>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/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('https://www.ncbi.nlm.nih.gov/pubmed/29083485','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29083485"><span>Production, Characterization, and Stability of Orange or Eucalyptus Essential Oil/β-Cyclodextrin <span class="hlt">Inclusion</span> Complex.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kringel, Dianini Hüttner; Antunes, Mariana Dias; Klein, Bruna; Crizel, Rosane Lopes; Wagner, Roger; de Oliveira, Roberto Pedroso; Dias, Alvaro Renato Guerra; Zavareze, Elessandra da Rosa</p> <p>2017-11-01</p> <p>The aim of this study was to produce and characterize <span class="hlt">inclusion</span> complexes (IC) between β-cyclodextrin (β-CD) and orange essential oil (OEO) or eucalyptus essential oil (EEO), and to compare these with their pure <span class="hlt">compounds</span> and physical mixtures. The samples were evaluated by chemical composition, morphology, thermal stability, and volatile <span class="hlt">compounds</span> by static headspace-gas chromatography (SH-GC). Comparing the free essential oil and physical mixture with the <span class="hlt">inclusion</span> complex, of both essential oils (OEO and EEO), it was observed differences occurred in the chemical composition, thermal stability, and morphology. These differences show that there was the formation of the <span class="hlt">inclusion</span> complex and demonstrate the necessity of the precipitation method used to guarantee the interaction between β-CD and essential oils. The slow loss of the volatile <span class="hlt">compounds</span> from both essential oils, when complexed with β-CD, showed a higher stability when compared with their physical mixtures and free essential oils. Therefore, the results showed that the chemical composition, molecular size, and structure of the essential oils influence the characteristics of the <span class="hlt">inclusion</span> complexes. The application of the β-CD in the formation of <span class="hlt">inclusion</span> complexes with essential oils can expand the potential applications in foods. © 2017 Institute of Food Technologists®.</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>Koo, Sung I. (Inventor); Noh, Sang K. (Inventor); Hua, Duy H. (Inventor)</p> <p>2004-01-01</p> <p>A class of novel <span class="hlt">compounds</span> is described for use in affecting lymphatic absorption of cholesterol. <span class="hlt">Compounds</span> of particular interest are defined by Formula I: ##STR1## or a pharmaceutically acceptable salt thereof.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD0460587','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD0460587"><span>PERFLUORINATED AROMATIC <span class="hlt">COMPOUNDS</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p></p> <p>decafluorodiphenylamine, 3,3’,4,4’-tetra substituted- hexafluorobiphenyls, tetrafluororesorcinol, perfluoroaromatic thioethers, and dithiols. These...and other perfluorinated aromatic <span class="hlt">compounds</span> are the intermediates employed in the synthesis of perfluorinated model <span class="hlt">compounds</span> and polymers.</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://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('http://www.dtic.mil/docs/citations/AD1002736','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1002736"><span>Biodegradation of Organofluorine <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2016-02-01</p> <p>BIODEGRADATION OF ORGANOFLUORINE <span class="hlt">COMPOUNDS</span> ECBC-TR-1347 Melissa M. Dixon Steve P. Harvey RESEARCH AND...2011 4. TITLE AND SUBTITLE Biodegradation of Organofluorine <span class="hlt">Compounds</span> 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR...<span class="hlt">compounds</span> as sole carbon sources. This work will be continued in future studies. 15. SUBJECT TERMS Organofluorine Biodegradation Defluorination</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD0483215','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD0483215"><span>PERFLUORINATED AROMATIC <span class="hlt">COMPOUND</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p></p> <p>octafluorobiphenyl, and perfluoroaliphatic aldehydes. Synthetic routes to perfluoro cyclohexyls via reactions of phenyl and pentafluorphenyl lithium with...other perfluorinated aromatic <span class="hlt">compounds</span> were employed in the synthesis of perfluorinated aromatic model <span class="hlt">compounds</span> and polymers. The hydrogenic analogues...hydrazides, and imides. Synthetic routes to perfluoro aralkyl <span class="hlt">compounds</span> are being investigated. Starting materials are tetrafluorobenzene</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003PhDT.......128W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003PhDT.......128W"><span><span class="hlt">Inclusion</span> evolution in molten and solidifying steel</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</p> <p></p> <p>Cleanliness, with respect to impurities and nonmetallic <span class="hlt">inclusions</span> in the melt, is an important issue in steel production. The commercial interest in controlling steel cleanliness has been growing rapidly, because clean steel exhibits a highly attractive combination of corrosion resistance, good formability, pleasing appearance, and a wide range of strength levels. In order to satisfy the requirements for the degree of cleanliness in steel, controlling the size distribution, chemistry and shape of <span class="hlt">inclusions</span> are of great importance in the steelmaking process. A knowledge of the formation of nonmetallic <span class="hlt">inclusions</span> and their chemical and morphological evolution during the steelmaking and casting process is necessary in order to minimize the <span class="hlt">inclusion</span> size and also try to promote potentially beneficial properties of <span class="hlt">inclusions</span>, such as grain-refining. In this research, the evolution of <span class="hlt">inclusions</span> in molten and solidifying steels was investigated through in-situ observations using a high temperature Confocal Scanning Laser Microscope (CSLM). The study focused on solid Al2O3 and liquid Al 2O3-CaO <span class="hlt">inclusions</span> on low carbon steel melt surfaces. Firstly, the agglomeration and clustering of <span class="hlt">inclusions</span> on steel surfaces were quantified and compared to predictions according to capillary depression driven attraction forces. A strong agglomeration was observed between the solid Al2O33 particle pairs. However, the liquid Al 2O3-CaO <span class="hlt">inclusions</span> were not prone to agglomeration due to their lens-like morphology, which causes the absence of capillary force. Secondly, the pushing vs. engulfment and entrapment of both liquid Al 2O3-CaO and solid Al2O3 <span class="hlt">inclusions</span> by advancing planar and cellular delta-ferrite solidification fronts was studied and compared to model predictions based on the force balances acting on the <span class="hlt">inclusions</span> at the solid/melt interface. The critical velocity, above which the <span class="hlt">inclusions</span> get engulfed, was observed to be slower at the cellular front than at the planar</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Dinclusion','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=inclusion&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Dinclusion"><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/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('https://www.ncbi.nlm.nih.gov/pubmed/17492713','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17492713"><span>Efficient solubilization of <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>Freydell, Esteban J; Ottens, Marcel; Eppink, Michel; van Dedem, Gijs; van der Wielen, Luuk</p> <p>2007-06-01</p> <p>The overexpression of recombinant proteins in Escherichia coli leads in most cases to their accumulation in the form of insoluble aggregates referred to as <span class="hlt">inclusion</span> bodies (IBs). To obtain an active product, the IBs must be solubilized and thereafter the soluble monomeric protein needs to be refolded. In this work we studied the solubilization behavior of a model-protein expressed as IBs at high protein concentrations, using a statistically designed experiment to determine which of the process parameters, or their interaction, have the greatest impact on the amount of soluble protein and the fraction of soluble monomer. The experimental methodology employed pointed out an optimum balance between maximum protein solubility and minimum fraction of soluble aggregates. The optimized conditions solubilized the IBs without the formation of insoluble aggregates; moreover, the fraction of soluble monomer was approximately 75% while the fraction of soluble aggregates was approximately 5%. Overall this approach guarantees a better use of the solubilization reagents, which brings an economical and technical benefit, at both large and lab scale and may be broadly applicable for the production of recombinant proteins.</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('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('http://adsabs.harvard.edu/abs/2018MS%26E..299a2095S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..299a2095S"><span>Microwave-assisted cationic polymerization of palm olein and their urea <span class="hlt">inclusion</span> products</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Soegijono, Bambang; Farid, Muhamad; Alim Mas'ud, Zainal</p> <p>2018-01-01</p> <p>Cationic polymerization is affected by the relative amount of unsaturated bond (C=C) in the <span class="hlt">compound</span>. The enrichment of an unsaturated triglyceride fraction from oils may be performed using urea <span class="hlt">inclusion</span> techniques. In this study, palm olein was enriched-unsaturated fraction using urea-methanol system. The palm olein and its urea-<span class="hlt">inclusion</span> products were cationic polymerized with ethereal boron trifluoride catalyst and followed by irradiation using a commercial microwave (microwave-assisted). The microwave irradiated products were cured at 110 °C for 24 hours. Fatty acid composition of the palm olein and its urea-<span class="hlt">inclusion</span> products were analyzed by gas chromatography. Iodine numbers, functional groups, and ultraviolet absorption spectra of all palm olein origin, urea <span class="hlt">inclusion</span> products and polymerization products were analyzed using titrimetric, ultraviolet spectrophotometric, and Fourier Transform infrared spectrophotometric methods. Differential scanning calorimetric (DSC) was used to observe the thermal characteristics of the polymer. Urea-<span class="hlt">inclusion</span> process increased the unsaturated fatty acid components as indicated by the increased iodine number, intensity of alkene band absorptions in the infrared spectra, and the absorbance of the ultraviolet spectra. The polymer formation is converting the C=C group to C-C, which is indicated by the opposite of the urea <span class="hlt">inclusion</span> process. The curing process results in reformation of new C=C bonds that were similar to that of the urea <span class="hlt">inclusion</span> process. The DSC thermogram curve shows that the enrichment process improves the thermal stability of the polymer formed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Bourke&pg=7&id=EJ826702','ERIC'); return false;" href="https://eric.ed.gov/?q=Bourke&pg=7&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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED429785.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED429785.pdf"><span>Multiple Disabilities: Is Rural <span class="hlt">Inclusion</span> Possible?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cates, Dennis L.; Smiley, Frederick M.</p> <p></p> <p>This paper focuses on the difficulties faced by rural school districts in their efforts to serve children with severe multiple disabilities. Both historic and contemporary views on mainstreaming and <span class="hlt">inclusion</span> of students with multiple disabilities are presented. Concerns of educators about the <span class="hlt">inclusion</span> of such students center around the amount of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Development+AND+initiative+AND+children&pg=2&id=EJ1103450','ERIC'); return false;" href="https://eric.ed.gov/?q=Development+AND+initiative+AND+children&pg=2&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=inclusive+AND+education&pg=7&id=EJ1054565','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=7&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://files.eric.ed.gov/fulltext/EJ1134845.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1134845.pdf"><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('https://eric.ed.gov/?q=SCHOOL+AND+GARDEN&pg=3&id=EJ1126720','ERIC'); return false;" href="https://eric.ed.gov/?q=SCHOOL+AND+GARDEN&pg=3&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=changing+AND+beliefs&pg=4&id=EJ875297','ERIC'); return false;" href="https://eric.ed.gov/?q=changing+AND+beliefs&pg=4&id=EJ875297"><span>School <span class="hlt">Inclusion</span> and the "Community of Practice"</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Laluvein, Jackie</p> <p>2010-01-01</p> <p>"<span class="hlt">Inclusion</span>" is not a mechanism for relocating educationally disadvantaged youngsters in mainstream rather than in special schools. Rather, <span class="hlt">inclusion</span> implies a whole school approach to social relations and production of meaning reached through processes of negotiation between parents, teachers and children. Such an approach places equal value upon…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED523205.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED523205.pdf"><span><span class="hlt">Inclusion</span>: Something More Than Sitting Together</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bulbul, Mustafa Sahin</p> <p>2011-01-01</p> <p>Awareness about students with learning difficulty brought us to <span class="hlt">inclusive</span> learning environments. The acceptance was to build collaborative atmospheres in the class. Unfortunately, when teachers are not enthusiastic and adequate to develop the interaction, the <span class="hlt">inclusive</span> learning environment never occurs. This conclusion bases on this studies…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=brand+AND+awareness&pg=4&id=ED448915','ERIC'); return false;" href="https://eric.ed.gov/?q=brand+AND+awareness&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=inclusive+AND+school&id=EJ1059002','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+school&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('https://eric.ed.gov/?q=evolution+AND+inclusions&pg=6&id=ED455651','ERIC'); return false;" href="https://eric.ed.gov/?q=evolution+AND+inclusions&pg=6&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=Differentiation+AND+leadership&pg=7&id=EJ736093','ERIC'); return false;" href="https://eric.ed.gov/?q=Differentiation+AND+leadership&pg=7&id=EJ736093"><span><span class="hlt">Inclusive</span> Education: A Servant-Leadership Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crippen, Carolyn</p> <p>2005-01-01</p> <p>The concept of <span class="hlt">inclusive</span> education is common to the Canadian educational system and involves service to the students. According to Young and Levin, "The provision of appropriate education to meet the needs of each student is increasingly accepted as a right in Canadian education." Bloom, Perlmutter and Burnell define <span class="hlt">inclusion</span> as "a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher%27s+AND+attitudes&pg=4&id=ED556921','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher%27s+AND+attitudes&pg=4&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=Teacher%27s+AND+attitudes&pg=4&id=EJ968749','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher%27s+AND+attitudes&pg=4&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=curriculum+AND+development+AND+higher+AND+education&pg=5&id=EJ1093482','ERIC'); return false;" href="https://eric.ed.gov/?q=curriculum+AND+development+AND+higher+AND+education&pg=5&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=Education+AND+Curriculum+AND+Foundation&pg=2&id=EJ1071623','ERIC'); return false;" href="https://eric.ed.gov/?q=Education+AND+Curriculum+AND+Foundation&pg=2&id=EJ1071623"><span>Culturally <span class="hlt">Inclusive</span> Curriculum in Higher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle</p> <p>2015-01-01</p> <p>The Australian National Program Standards for Teacher Education prioritises knowledge of culturally <span class="hlt">inclusive</span> practices and challenges the educational community to present research on well-structured, <span class="hlt">inclusive</span>, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED366145.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED366145.pdf"><span>Full <span class="hlt">Inclusion</span>: Analysis of a Controversial Issue.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reganick, Karol A.</p> <p></p> <p>This review of the literature and analysis looks at the concept of full <span class="hlt">inclusion</span> of students with disabilities in the context of the regular education initiative (REI). The concept of full <span class="hlt">inclusion</span> is explained as the use of new methods, techniques, and strategies to teach students with and without disabilities in the same classroom.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://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> </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('https://eric.ed.gov/?q=emp&id=EJ1011236','ERIC'); return false;" href="https://eric.ed.gov/?q=emp&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=paradigms+AND+disability+AND+articles&pg=6&id=EJ603397','ERIC'); return false;" href="https://eric.ed.gov/?q=paradigms+AND+disability+AND+articles&pg=6&id=EJ603397"><span>Weaving Mathematical Instructional Strategies into <span class="hlt">Inclusive</span> Settings.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Karp, Karen S.; Voltz, Deborah L.</p> <p>2000-01-01</p> <p>This article describes a framework that allows teachers in <span class="hlt">inclusive</span> elementary settings to interweave instructional strategies from a variety of paradigms to meet individual learning needs in <span class="hlt">inclusive</span> mathematics classes. Factors to be considered are highlighted and an instructional continuum from more teacher-centered strategies to more…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1037654','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&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('https://eric.ed.gov/?q=inclusive+AND+education&pg=4&id=EJ958570','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=4&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('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('https://eric.ed.gov/?q=lgbtq&pg=4&id=EJ1060713','ERIC'); return false;" href="https://eric.ed.gov/?q=lgbtq&pg=4&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=particle&pg=3&id=ED533972','ERIC'); return false;" href="https://eric.ed.gov/?q=particle&pg=3&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://files.eric.ed.gov/fulltext/EJ1096523.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1096523.pdf"><span>How Does Supervision Support <span class="hlt">Inclusive</span> Teacherhood?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alila, Sanna; Määttä, Kaarina; Uusiautti, Satu</p> <p>2016-01-01</p> <p>Supervision is a multidimensional concept and phenomenon. In this study, the advantages of supervision and its development in <span class="hlt">inclusive</span> teacherhood was studied. <span class="hlt">Inclusive</span> teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study analyzed the views of supervisors…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+inclusive&pg=5&id=EJ1178967','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+inclusive&pg=5&id=EJ1178967"><span>Instructional Strategies for the <span class="hlt">Inclusive</span> Music 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>Darrow, Alice-Ann; Adamek, Mary</p> <p>2018-01-01</p> <p>While <span class="hlt">inclusive</span> education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. <span class="hlt">Inclusive</span> teaching strategies refer to any number of teaching approaches that address the needs of students with a variety…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=presenting+AND+findings&id=EJ1029150','ERIC'); return false;" href="https://eric.ed.gov/?q=presenting+AND+findings&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=barriers+AND+inclusive+AND+education&pg=5&id=EJ1037652','ERIC'); return false;" href="https://eric.ed.gov/?q=barriers+AND+inclusive+AND+education&pg=5&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=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=education+AND+disability+AND+inclusion+AND+canada&pg=2&id=EJ868700','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=2&id=EJ868700"><span>Fostering Social Acceptance 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>Wiener, Judith</p> <p>2009-01-01</p> <p>The mere presence of students with learning disabilities in general education classrooms is not <span class="hlt">inclusion</span>. <span class="hlt">Inclusion</span> involves meaningful participation by these students, achievement in accordance with their abilities, and social acceptance by teachers and peers. Teachers who view these students as a challenge rather than a burden, who believe that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=5&id=EJ667932','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=5&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/ED575657.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED575657.pdf"><span>State Early Childhood <span class="hlt">Inclusion</span> Self-Assessment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whaley, Kathy T.; Cate, Debbie; Dell, Penny; Vinh, Megan; Neitzel, Jen</p> <p>2017-01-01</p> <p>This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality <span class="hlt">inclusive</span> practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the "Policy Statement on <span class="hlt">Inclusion</span> of Children with Disabilities in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=6&id=ED556926','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=6&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=inclusion+AND+disability&pg=4&id=ED553621','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&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=operative+AND+System+AND+concept&id=EJ781272','ERIC'); return false;" href="https://eric.ed.gov/?q=operative+AND+System+AND+concept&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('https://eric.ed.gov/?q=inclusion&pg=4&id=EJ1109430','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=4&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://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> </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=inclusion&pg=2&id=EJ1110347','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=2&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=6&id=EJ885900','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=6&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=inclusion+AND+social&pg=6&id=EJ880815','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=6&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=4&id=EJ885893','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=4&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('https://eric.ed.gov/?q=gender+AND+role+AND+orientation+AND+race&pg=4&id=ED514414','ERIC'); return false;" href="https://eric.ed.gov/?q=gender+AND+role+AND+orientation+AND+race&pg=4&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=Trojan&pg=3&id=EJ771434','ERIC'); return false;" href="https://eric.ed.gov/?q=Trojan&pg=3&id=EJ771434"><span><span class="hlt">Inclusive</span> Education: Is This Horse a Trojan?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Slee, Roger</p> <p>2006-01-01</p> <p>In Canada and elsewhere, governments are expending considerable effort in the production of <span class="hlt">inclusive</span> education policy texts, resources allocation models, and programs. The author notes that despite of the analytic power and the political intent of <span class="hlt">inclusive</span> education as a counterpoint to special education, its appropriation is imminent if not…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/5223988','USGSPUBS'); return false;" href="https://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('https://eric.ed.gov/?q=by-product&pg=3&id=EJ1019194','ERIC'); return false;" href="https://eric.ed.gov/?q=by-product&pg=3&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://adsabs.harvard.edu/abs/2018MS%26E..311a2017Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..311a2017Z"><span>Anti-corrosion properties of coatings with manganese <span class="hlt">compounds</span> pigmentation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ziganshina, M.; Nurislamova, E.</p> <p>2018-02-01</p> <p>Work investigates properties of corrosion-resistant coatings based on organic-aqueous emulsion and pigmented <span class="hlt">compounds</span> of manganese, obtained by ceramic method. It is found that the <span class="hlt">inclusion</span> of synthesized pigments in the composition of the coating increases their ability to inhibit underfilm corrosion of steel.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=6&id=EJ1080115','ERIC'); return false;" href="https://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=6&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('https://eric.ed.gov/?q=drawings+AND+children+AND+sociology&pg=4&id=EJ810783','ERIC'); return false;" href="https://eric.ed.gov/?q=drawings+AND+children+AND+sociology&pg=4&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('https://eric.ed.gov/?q=inclusion+AND+social&pg=6&id=ED577655','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=6&id=ED577655"><span>Beyond Physical <span class="hlt">Inclusion</span>: Teaching Skills in the Community to Enhance 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>Hall, Carmen L.</p> <p>2017-01-01</p> <p>Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports <span class="hlt">inclusive</span> in the community. Although successes have occurred regarding physical <span class="hlt">inclusion</span>, skill building and social <span class="hlt">inclusion</span> have not fared as well for those with more significant…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pilot+AND+testing+AND+research&pg=6&id=EJ1054073','ERIC'); return false;" href="https://eric.ed.gov/?q=pilot+AND+testing+AND+research&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('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('https://www.ncbi.nlm.nih.gov/pubmed/28113038','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28113038"><span>Nuclear Glycogen <span class="hlt">Inclusions</span> in Canine Parietal Cells.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Silvestri, S; Lepri, E; Dall'Aglio, C; Marchesi, M C; Vitellozzi, G</p> <p>2017-05-01</p> <p>Nuclear glycogen <span class="hlt">inclusions</span> occur infrequently in pathologic conditions but also in normal human and animal tissues. Their function or significance is unclear. To the best of the authors' knowledge, no reports of nuclear glycogen <span class="hlt">inclusions</span> in canine parietal cells exist. After initial observations of nuclear <span class="hlt">inclusions</span>/pseudoinclusions during routine histopathology, the authors retrospectively examined samples of gastric mucosa from dogs presenting with gastrointestinal signs for the presence of intranuclear <span class="hlt">inclusions</span>/pseudoinclusions and determined their composition using histologic and electron-microscopic methods. In 24 of 108 cases (22%), the authors observed various numbers of intranuclear <span class="hlt">inclusions</span>/pseudoinclusions within scattered parietal cells. Nuclei were characterized by marked karyomegaly and chromatin margination around a central optically empty or slightly eosinophilic area. The intranuclear <span class="hlt">inclusions</span>/pseudoinclusions stained positive with periodic acid-Schiff (PAS) and were diastase sensitive, consistent with glycogen. Several PAS-positive/diastase-sensitive sections were further examined by transmission electron microscopy, also using periodic acid-thiocarbohydrazide-silver proteinate (PA-TCH-SP) staining to identify polysaccharides. Ultrastructurally, the nuclear <span class="hlt">inclusions</span> were composed of electron-dense particles that were not membrane bound, without evidence of nuclear membrane invaginations or cytoplasmic organelles in the nuclei, and positive staining with PA-TCH-SP, confirming a glycogen composition. No cytoplasmic glycogen deposits were observed, suggesting that the intranuclear glycogen <span class="hlt">inclusions</span> were probably synthesized in loco. Nuclear glycogen <span class="hlt">inclusions</span> were not associated with gastritis or colonization by Helicobacter-like organisms ( P > .05). Our findings suggest that nuclear glycogen <span class="hlt">inclusions</span> in canine parietal cells could be an incidental finding. Nevertheless, since nuclear glycogen is present in several pathologic</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29216611','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29216611"><span><span class="hlt">Compounding</span> Opportunities in Urology.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Biundo, Bruce</p> <p>2017-01-01</p> <p>There are a lot of options that pharmacists, including <span class="hlt">compounding</span> pharmacists, can offer urologists to assist their patients. <span class="hlt">Compounding</span> pharmacists are in a great position to offer unique, effective preparations for many of the conditions urologists treat on a daily basis. It would be well worth the time to learn a little about the conditions these specialists treat and become familiar with what you can offer. Copyright© by International Journal of Pharmaceutical <span class="hlt">Compounding</span>, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1082930','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/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/biblio/7299649','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/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/22892522','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22892522"><span>Phenotypic variability within the <span class="hlt">inclusion</span> body spectrum of basophilic <span class="hlt">inclusion</span> body disease and neuronal intermediate filament <span class="hlt">inclusion</span> disease in frontotemporal lobar degenerations with FUS-positive <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>Gelpi, Ellen; Lladó, Albert; Clarimón, Jordi; Rey, Maria Jesús; Rivera, Rosa Maria; Ezquerra, Mario; Antonell, Anna; Navarro-Otano, Judith; Ribalta, Teresa; Piñol-Ripoll, Gerard; Pérez, Anna; Valldeoriola, Francesc; Ferrer, Isidre</p> <p>2012-09-01</p> <p>Basophilic <span class="hlt">inclusion</span> body disease and neuronal intermediate filament <span class="hlt">inclusion</span> disease (NIFID) are rare diseases included among frontotemporal lobar degenerations with FUS-positive <span class="hlt">inclusions</span> (FTLD-FUS). We report clinical and pathologic features of 2 new patients and reevaluate neuropathologic characteristics of 2 previously described cases, including an early-onset case of basophilic <span class="hlt">inclusion</span> body disease (aged 38 years) with a 5-year disease course and abundant FUS-positive <span class="hlt">inclusion</span> bodies and 3 NIFID cases. One NIFID case (aged 37 years) presented with early-onset psychiatric disturbances and rapidly progressive cognitive decline. Two NIFID cases had later onset (aged 64 years and 70 years) and complex neurologic deficits. Postmortem neuropathologic studies in late-onset NIFID cases disclosed α-internexin-positive "hyaline conglomerate"-type <span class="hlt">inclusions</span> that were positive with 1 commercial anti-FUS antibody directed to residues 200 and 250, but these were negative to amino acids 90 and 220 of human FUS. Early-onset NIFID had similar <span class="hlt">inclusions</span> that were positive with both commercial anti-FUS antibodies. Genetic testing performed on all cases revealed no FUS gene mutations. These findings indicate that phenotypic variability in NIFID, including clinical manifestations and particular neuropathologic findings, may be related to the age at onset and individual differences in the evolution of lesions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3736261','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3736261"><span>Keratinous <span class="hlt">inclusion</span> cyst of oesophagus: unusual finding</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Wan Abdul Rahman, Wan Faiziah; Mutum, Samarendra Singh; Fauzi, Mohd Hashairi</p> <p>2013-01-01</p> <p>Cysts of the oesophagus are unusual findings and they are classified according to the embryological site of origin. It may represent <span class="hlt">inclusion</span> cysts, retention cysts and developmental cysts. We present a case of keratinous <span class="hlt">inclusion</span> cyst of the lower oesophagus in a 71-year-old Malay woman who presented with dyspepsia and severe epigastric pain. An oesophago-gastro-duodenoscopy demonstrated a sliding hiatus hernia with whitish ulcer-like lesion at the lower oesophagus. Biopsy from the lesion revealed a keratinous <span class="hlt">inclusion</span> cyst. The patient was given pantoprazole and put on regular follow-up for monitoring any other development. PMID:23878290</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://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('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/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('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. © 2013 American Society of Law, Medicine & Ethics, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29231273','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29231273"><span>The added value of <span class="hlt">inclusive</span> research.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Walmsley, Jan; Strnadová, Iva; Johnson, Kelley</p> <p>2017-12-12</p> <p>The study asks when does <span class="hlt">inclusive</span> research add value? The authors argue that this is important, given the additional time and cost of co-researching with people with intellectual disabilities. The study is situated in debates about a "second generation" of <span class="hlt">inclusive</span> research which advocates focussing more on outcomes than process. The authors argue that this is premature, rather the authors propose that <span class="hlt">inclusive</span> research is valuable when it helps to recognize, foster, and above all communicate the contributions people with intellectual disabilities can make. The authors conducted a literature review of 52 peer-reviewed journal articles about <span class="hlt">inclusive</span> research and analysed them.. The authors conclude that <span class="hlt">inclusive</span> research adds value when there is a distinctive contribution which only co-researchers with intellectual disabilities can make, when it highlights the contributions people with intellectual disabilities make, and when it contributes to better lives for the wider population of people with intellectual disabilities. The authors propose a revised definition of <span class="hlt">inclusive</span> research to replace that published by Walmsley and Johnson in 2003. © 2017 John Wiley & Sons Ltd.</p> </li> <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/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('http://adsabs.harvard.edu/abs/2010JMPSo..58..346Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010JMPSo..58..346Z"><span>Eshelby's problem of non-elliptical <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>Zou, Wennan; He, Qichang; Huang, Mojia; Zheng, Quanshui</p> <p>2010-03-01</p> <p>The Eshelby problem consists in determining the strain field of an infinite linearly elastic homogeneous medium due to a uniform eigenstrain prescribed over a subdomain, called <span class="hlt">inclusion</span>, of the medium. The salient feature of Eshelby's solution for an ellipsoidal <span class="hlt">inclusion</span> is that the strain tensor field inside the latter is uniform. This uniformity has the important consequence that the solution to the fundamental problem of determination of the strain field in an infinite linearly elastic homogeneous medium containing an embedded ellipsoidal inhomogeneity and subjected to remote uniform loading can be readily deduced from Eshelby's solution for an ellipsoidal <span class="hlt">inclusion</span> upon imposing appropriate uniform eigenstrains. Based on this result, most of the existing micromechanics schemes dedicated to estimating the effective properties of inhomogeneous materials have been nevertheless applied to a number of materials of practical interest where inhomogeneities are in reality non-ellipsoidal. Aiming to examine the validity of the ellipsoidal approximation of inhomogeneities underlying various micromechanics schemes, we first derive a new boundary integral expression for calculating Eshelby's tensor field (ETF) in the context of two-dimensional isotropic elasticity. The simple and compact structure of the new boundary integral expression leads us to obtain the explicit expressions of ETF and its average for a wide variety of non-elliptical <span class="hlt">inclusions</span> including arbitrary polygonal ones and those characterized by the finite Laurent series. In light of these new analytical results, we show that: (i) the elliptical approximation to the average of ETF is valid for a convex non-elliptical <span class="hlt">inclusion</span> but becomes inacceptable for a non-convex non-elliptical <span class="hlt">inclusion</span>; (ii) in general, the Eshelby tensor field inside a non-elliptical <span class="hlt">inclusion</span> is quite non-uniform and cannot be replaced by its average; (iii) the substitution of the generalized Eshelby tensor involved in various</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25443512','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25443512"><span>Sterile <span class="hlt">compounding</span>: clinical, legal, and regulatory implications for patient safety.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Qureshi, Nabeel; Wesolowicz, Laurie; Stievater, Trish; Lin, Alexandra Tungol</p> <p>2014-12-01</p> <p>Poor <span class="hlt">compounding</span> practices by the New England <span class="hlt">Compounding</span> Center resulted in the 2012-2013 fungal infections outbreak. Contaminated injectable methylprednisolone led to the diagnosis of fungal infections in 751 patients and 64 deaths. In the United States, pharmacy <span class="hlt">compounding</span> has traditionally been regulated by state boards of pharmacy rather than the FDA. To minimize safety risks related to pharmacy <span class="hlt">compounding</span>, the Drug Quality and Security Act (DQSA) was signed into law November 27, 2013, to improve regulation of <span class="hlt">compounding</span> pharmacies. To (a) review the literature regarding clinical, legal, and regulatory implications of pharmacy <span class="hlt">compounding</span> for patient safety during the 2012-2013 fungal infections outbreak and (b) discuss strategies that managed care organizations (MCOs) can use to promote safe <span class="hlt">compounding</span> practices.  A literature search was conducted via PubMed for original articles on fungal infections related to drug <span class="hlt">compounding</span> published October 2012 to March 2014. Specific search terms included "drug <span class="hlt">compounding</span> and fungal infection" and "fungal meningitis outbreak." The FDA website was also utilized for material related to the Food, Drug, and Cosmetic Act and the DQSA.  Four articles met <span class="hlt">inclusion</span> criteria. The 2012-2013 fungal infections outbreak was attributed to 3 lots of preservative-free methylprednisolone acetate, which comprised 17,675 vials distributed to 76 facilities across 23 states. Median incubation period (from time of last injection to initial diagnosis) was 47 days, ranging from 0 to 249 days. According to the FDA, a total of 30 recalls regarding <span class="hlt">compounded</span> products were issued by pharmacies during March through December 2013. Pharmacy <span class="hlt">compounding</span> has the potential for significant safety risks. The purpose of the DQSA is to improve regulation of <span class="hlt">compounding</span> pharmacies. Since registration as an outsourcing facility is voluntary, uncertainty still remains regarding advancement in safe <span class="hlt">compounding</span> practices. MCOs can employ multiple</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160001146','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160001146"><span>Stabilized Lanthanum Sulphur <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Reynolds, George H. (Inventor); Elsner, Norbert B. (Inventor); Shearer, Clyde H. (Inventor)</p> <p>1985-01-01</p> <p>Lanthanum sulfide is maintained in the stable cubic phase form over a temperature range of from 500 C to 1500 C by adding to it small amounts of calcium, barium. or strontium. This novel <span class="hlt">compound</span> is an excellent thermoelectric material.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020090859','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020090859"><span>Anti-Fog <span class="hlt">Compound</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1985-01-01</p> <p>Tracer Chemical Corporation's TRX Anti-Fog Composition is an inexpensive product which prevents condensation on plastic and glass surfaces. It was the result from a Tech Briefs article detailing a Johnson Space Center <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.cancer.gov/about-cancer/causes-prevention/risk/substances/chromium','NCI'); return false;" href="https://www.cancer.gov/about-cancer/causes-prevention/risk/substances/chromium"><span>Hexavalent Chromium <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.cancer.gov">Cancer.gov</a></p> <p></p> <p></p> <p>Learn about chromium, exposure to which can increase your risk of lung cancer and cancer of the paranasal sinuses and nasal cavity. Hexavalent chromium <span class="hlt">compounds</span> have been used as corrosion inhibitors in a wide variety of products and processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/865479','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/865479"><span>Heart testing <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Knapp, Jr., Furn F.; Goodman, Mark M.</p> <p>1985-01-01</p> <p>The <span class="hlt">compound</span> 15-(p-[.sup.125 I]-iodophenyl)-6-tellurapentadecanoic acid is disclosed as a myocardial imaging agent having rapid and pronounced uptake, prolonged myocardial retention, and low in vivo deiodination.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/6970441','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/biblio/6970441"><span>Heart testing <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Knapp, F.F. Jr.; Goodman, M.M.</p> <p>1983-06-29</p> <p>The <span class="hlt">compound</span> 15-(p-(/sup 125/I)-iodophenyl)-6-tellurapentadecanoic acid is disclosed as a myocardial imaging agent having rapid and pronounced uptake, prolonged myocardial retention, and low in vivo deiodination.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19810012613','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19810012613"><span>Chemistry of peroxide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Volnov, I. I.</p> <p>1981-01-01</p> <p>The history of Soviet research from 1866 to 1967 on peroxide <span class="hlt">compounds</span> is reviewed. This research dealt mainly with peroxide kinetics, reactivity and characteristics, peroxide production processes, and more recently with superoxides and ozonides and emphasis on the higher oxides of group 1 and 2 elements. Solid state fluidized bed synthesis and production of high purity products based on the relative solubilities of the initial, intermediate, and final <span class="hlt">compounds</span> and elements in liquid ammonia are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010prcp.book..383K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010prcp.book..383K"><span>Phenolic Molding <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koizumi, Koji; Charles, Ted; de Keyser, Hendrik</p> <p></p> <p>Phenolic Molding <span class="hlt">Compounds</span> continue to exhibit well balanced properties such as heat resistance, chemical resistance, dimensional stability, and creep resistance. They are widely applied in electrical, appliance, small engine, commutator, and automotive applications. As the focus of the automotive industry is weight reduction for greater fuel efficiency, phenolic molding <span class="hlt">compounds</span> become appealing alternatives to metals. Current market volumes and trends, formulation components and its impact on properties, and a review of common manufacturing methods are presented. Molding processes as well as unique advanced techniques such as high temperature molding, live sprue, and injection/compression technique provide additional benefits in improving the performance characterisitics of phenolic molding <span class="hlt">compounds</span>. Of special interest are descriptions of some of the latest innovations in automotive components, such as the phenolic intake manifold and valve block for dual clutch transmissions. The chapter also characterizes the most recent developments in new materials, including long glass phenolic molding <span class="hlt">compounds</span> and carbon fiber reinforced phenolic molding <span class="hlt">compounds</span> exhibiting a 10-20-fold increase in Charpy impact strength when compared to short fiber filled materials. The role of fatigue testing and fatigue fracture behavior presents some insight into long-term reliability and durability of glass-filled phenolic molding <span class="hlt">compounds</span>. A section on new technology outlines the important factors to consider in modeling phenolic parts by finite element analysis and flow simulation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17609581','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17609581"><span>The 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> zolmitriptan-benzene and zolmitriptan-phenol.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Swamy, G Y S K; Sridhar, B; Ravikumar, K; Krishnan, Harihara</p> <p>2007-07-01</p> <p>In the benzene and phenol solvates of (S)-4-{3-[2-(dimethylamino)ethyl]-1H-indol-5-ylmethyl}oxazolidin-2-one, viz. C(16)H(21)N(3)O(2) x C(6)H(6), (I), and C(16)H(21)N(3)O(2) x C(6)H(5)OH, (II), the host molecule has three linked residues, namely a planar indole ring system, an ethylamine side chain and an oxazolidinone system. It has comparable features to that of sumatriptan, although the side-chain orientations of (I) and (II) differ from those of sumatriptan. Both (I) and (II) have host-guest-type structures. The host molecule in (I) and (II) has an L-shaped form, with the oxazolidinone ring occupying the base and the remainder of the molecule forming the upright section. In (I), each benzene guest molecule is surrounded by four host molecules, and these molecules are linked by a combination of N-H...N, N-H...O and C-H...O hydrogen bonds into chains of edge-fused R(4)(4)(33) rings. In (II), two independent molecules are present in the asymmetric unit, with similar conformations. The heterocyclic components are connected through N-H...N, N-H...O and C-H...O interactions to form chains of edge-fused R(6)(4)(38) rings, from which the phenol guest molecules are pendent, linked by O-H...O hydrogen bonds. The structures are further stabilized by extensive C-H...pi interactions.</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. Copyright © 2014 Elsevier B.V. All rights reserved.</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('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. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.</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('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. Copyright © 2010 The Japanese Society of Child Neurology. All rights reserved.</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://eric.ed.gov/?q=education+AND+disability+AND+inclusion&pg=6&id=EJ970251','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion&pg=6&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=Physical+AND+Activity+AND+survey+AND+instrument&pg=4&id=ED517346','ERIC'); return false;" href="https://eric.ed.gov/?q=Physical+AND+Activity+AND+survey+AND+instrument&pg=4&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=inclusive+AND+school&pg=6&id=EJ1058225','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+school&pg=6&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('http://files.eric.ed.gov/fulltext/EJ837802.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ837802.pdf"><span>Socially <span class="hlt">Inclusive</span> Pedagogy in Literacy Classes: Fostering <span class="hlt">Inclusion</span> in the Inner City</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cleovoulou, Yiola</p> <p>2008-01-01</p> <p>Drawing on case studies of five elementary school teachers in one inner city school, the author explored ways teachers foster social <span class="hlt">inclusion</span> in their classrooms. Rooted in classroom observations and extensive teacher interviews, teachers' teaching methods and practices were examined as a base from which to explore socially <span class="hlt">inclusive</span> pedagogy in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=understanding+AND+religious+AND+diversity&pg=3&id=EJ1012653','ERIC'); return false;" href="https://eric.ed.gov/?q=understanding+AND+religious+AND+diversity&pg=3&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=self+AND+efficacy+AND+physical+AND+activity+AND+questionnaire&pg=7&id=EJ977194','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+efficacy+AND+physical+AND+activity+AND+questionnaire&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=ghosts&pg=3&id=EJ1033335','ERIC'); return false;" href="https://eric.ed.gov/?q=ghosts&pg=3&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://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('https://eric.ed.gov/?q=inclusion+AND+disability&id=EJ986168','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&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('https://eric.ed.gov/?q=inclusion+AND+disability&pg=6&id=EJ1114026','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=6&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('https://eric.ed.gov/?q=guinea&pg=3&id=EJ983742','ERIC'); return false;" href="https://eric.ed.gov/?q=guinea&pg=3&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('https://eric.ed.gov/?q=physical+AND+disabilities+AND+regular+AND+school&pg=4&id=EJ974042','ERIC'); return false;" href="https://eric.ed.gov/?q=physical+AND+disabilities+AND+regular+AND+school&pg=4&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=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://adsabs.harvard.edu/abs/2006AGUFM.V23C0641N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006AGUFM.V23C0641N"><span>Volatiles in melt <span class="hlt">inclusions</span> from Icelandic magmas</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nichols, A. R.; Wysoczanski, R. J.; Carroll, M. R.</p> <p>2006-12-01</p> <p>Melt <span class="hlt">inclusions</span> hosted in olivine crystals from the glassy rims of subglacially erupted pillow basalts on Iceland have been analysed for volatiles, major elements and trace elements. Volatile measurements were undertaken using Fourier-Transform InfraRed spectroscopy utilising a novel technique which enables unexposed and much smaller <span class="hlt">inclusions</span> than were previously possible to be analysed. Major elements were measured using electron microprobe and trace elements by laser ablation-inductively coupled plasma-mass spectrometry. Comparison between initial results from the <span class="hlt">inclusions</span> and the compositions of the bulk glasses show that the <span class="hlt">inclusions</span> are less evolved and contain more H2O at the same MgO content. In addition many of the <span class="hlt">inclusions</span> have higher H2O/K2O than their bulk glasses and some even contain CO2 (up to 629 ppm), which is below detection limits in the bulk glasses. This indicates that these <span class="hlt">inclusions</span> are less affected by degassing. Two <span class="hlt">inclusions</span> have extreme H2O/K2O (> 10), possibly suggesting that they have assimilated hydrous crustal material. The volatile and major element compositions of the bulk glasses have been used to suggest that the Iceland mantle plume is wet. However, trace element measurements show that enriched Iceland magmas have lower H2O/Ce than the adjacent Reykjanes Ridge. This could reflect syn-eruptive degassing or mixing between undegassed and recycled degassed magmas. Alternatively Iceland magmas could be derived from the EM (enriched mantle) component, which is believed to represent recycled oceanic crust. It is suggested that this material is efficiently dehydrated during the subduction process, so even though it has an enriched character, H2O is relatively depleted. As a result, EM melts have higher absolute H2O contents than mid- ocean ridge basalts (MORB), but lower H2O/Ce (or other H2O-incompatible element ratios), which has led to EM plumes being termed `dampspots'. The <span class="hlt">inclusion</span> data will be presented in this context</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28386164','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28386164"><span>New <span class="hlt">inclusion</span> sets for singular values.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>He, Jun; Liu, Yan-Min; Tian, Jun-Kang; Ren, Ze-Rong</p> <p>2017-01-01</p> <p>In this paper, for a given matrix [Formula: see text], in terms of [Formula: see text] and [Formula: see text], where [Formula: see text], [Formula: see text], some new <span class="hlt">inclusion</span> sets for singular values of the matrix are established. It is proved that the new <span class="hlt">inclusion</span> sets are tighter than the Geršgorin-type sets (Qi in Linear Algebra Appl. 56:105-119, 1984) and the Brauer-type sets (Li in Comput. Math. Appl. 37:9-15, 1999). A numerical experiment shows the efficiency of our new results.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD0615488','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD0615488"><span>STATISTICAL DATA ON CHEMICAL <span class="hlt">COMPOUNDS</span>.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p></p> <p>DATA STORAGE SYSTEMS, FEASIBILITY STUDIES, COMPUTERS, STATISTICAL DATA , DOCUMENTS, ARMY...CHEMICAL <span class="hlt">COMPOUNDS</span>, INFORMATION RETRIEVAL), (*INFORMATION RETRIEVAL, CHEMICAL <span class="hlt">COMPOUNDS</span>), MOLECULAR STRUCTURE, BIBLIOGRAPHIES, DATA PROCESSING</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19502566','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19502566"><span><span class="hlt">Compound</span> management beyond efficiency.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Burr, Ian; Winchester, Toby; Keighley, Wilma; Sewing, Andreas</p> <p>2009-06-01</p> <p>Codeveloping alongside chemistry and in vitro screening, <span class="hlt">compound</span> management was one of the first areas in research recognizing the need for efficient processes and workflows. Material management groups have centralized, automated, miniaturized and, importantly, found out what not to do with <span class="hlt">compounds</span>. While driving down cost and improving quality in storage and processing, researchers still face the challenge of interfacing optimally with changing business processes, in screening groups, and with external vendors and focusing on biologicals in many companies. Here we review our strategy to provide a seamless link between <span class="hlt">compound</span> acquisition and screening operations and the impact of material management on quality of the downstream processes. Although this is driven in part by new technologies and improved quality control within material management, redefining team structures and roles also drives job satisfaction and motivation in our teams with a subsequent positive impact on cycle times and customer feedback.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19770051721&hterms=coke&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dcoke','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19770051721&hterms=coke&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dcoke"><span>Sulfur <span class="hlt">compounds</span> in coal</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Attar, A.; Corcoran, W. H.</p> <p>1977-01-01</p> <p>The literature on the chemical structure of the organic sulfur <span class="hlt">compounds</span> (or functional groups) in coal is reviewed. Four methods were applied in the literature to study the sulfur <span class="hlt">compounds</span> in coal: direct spectrometric and chemical analysis, depolymerization in drastic conditions, depolymerization in mild conditions, and studies on simulated coal. The data suggest that most of the organic sulfur in coal is in the form of thiophenic structures and aromatic and aliphatic sulfides. The relative abundance of the sulfur groups in bituminous coal is estimated as 50:30:20%, respectively. The ratio changes during processing and during the chemical analysis. The main effects are the transformation during processing of sulfides to the more stable thiophenic <span class="hlt">compounds</span> and the elimination of hydrogen sulfide.</p> </li> </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('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3764666','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3764666"><span>Metalloid <span class="hlt">compounds</span> as drugs</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sekhon, B. S.</p> <p>2013-01-01</p> <p>The six elements commonly known as metalloids are boron, silicon, germanium, arsenic, antimony, and tellurium. Metalloid containing <span class="hlt">compounds</span> have been used as antiprotozoal drugs. Boron-based drugs, the benzoxaboroles have been exploited as potential treatments for neglected tropical diseases. Arsenic has been used as a medicinal agent and arsphenamine was the main drug used to treat syphilis. Arsenic trioxide has been approved for the treatment of acute promyelocytic leukemia. Pentavalent antimonials have been the recommended drug for visceral leishmaniasis and cutaneous leishmaniasis. Tellurium (IV) <span class="hlt">compounds</span> may have important roles in thiol redox biological activity in the human body, and ammonium trichloro (dioxoethylene-O, O’-)tellurate (AS101) may be a promising agent for the treatment of Parkinson’s disease. Organosilicon <span class="hlt">compounds</span> have been shown to be effective in vitro multidrug-resistance reverting agents. PMID:24019824</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/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('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 a...</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 a...</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 a...</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 a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+issues+AND+society+AND+community&pg=6&id=EJ1047218','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+issues+AND+society+AND+community&pg=6&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=inclusive+AND+education&pg=3&id=EJ1104991','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=3&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=inclusive+AND+education&id=EJ1165934','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&id=EJ1165934"><span><span class="hlt">Inclusive</span> Education in Georgia: Current Trends 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>Tchintcharauli, Tinatin; Javakhishvili, Nino</p> <p>2017-01-01</p> <p>This article presents the first comprehensive study of the Georgian <span class="hlt">inclusive</span> education system launched nationwide in 2006. An internationally recognised tool, the "Pathway to <span class="hlt">Inclusion</span>--Barometer of <span class="hlt">Inclusive</span> Education", was applied within the country to highlight the current position of <span class="hlt">inclusive</span> education in Georgia. The collected…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title26-vol14/pdf/CFR-2010-title26-vol14-sec26-2642-5.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title26-vol14/pdf/CFR-2010-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=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-04-01</p> <p>... 26 Internal Revenue 14 2010-04-01 2010-04-01 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 a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/919358','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/919358"><span>Microoptical <span class="hlt">compound</span> lens</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Sweatt, William C.; Gill, David D.</p> <p>2007-10-23</p> <p>An apposition microoptical <span class="hlt">compound</span> lens comprises a plurality of lenslets arrayed around a segment of a hollow, three-dimensional optical shell. The lenslets collect light from an object and focus the light rays onto the concentric, curved front surface of a coherent fiber bundle. The fiber bundle transports the light rays to a planar detector, forming a plurality of sub-images that can be reconstructed as a full image. The microoptical <span class="hlt">compound</span> lens can have a small size (millimeters), wide field of view (up to 180.degree.), and adequate resolution for object recognition and tracking.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22+influence+Function%22&pg=4&id=EJ513464','ERIC'); return false;" href="https://eric.ed.gov/?q=%22+influence+Function%22&pg=4&id=EJ513464"><span>Naturalistic Language Intervention 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>Lowenthal, Barbara</p> <p>1995-01-01</p> <p>This review considers use of natural language instruction by early childhood teachers for children with language disabilities in <span class="hlt">inclusive</span> environments. The following factors are addressed: child-centered approach, family involvement, classroom strategies, activity-based intervention, environmental influences, the function of play, preliteracy…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=engaging+AND+much+AND+work&pg=3&id=EJ910710','ERIC'); return false;" href="https://eric.ed.gov/?q=engaging+AND+much+AND+work&pg=3&id=EJ910710"><span><span class="hlt">Inclusivity</span> Imperatives and the Australian National 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>Berlach, Richard G.; Chambers, Dianne J.</p> <p>2011-01-01</p> <p>With work currently being undertaken on formulating Australia's first national curriculum, now seems an opportune time to review the current state of play with regard to how well <span class="hlt">inclusivity</span> is being represented in the developing documentation. An accurate understanding of "what is" is often the first step in preparing for "what may…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=shakespeare&pg=3&id=EJ866139','ERIC'); return false;" href="https://eric.ed.gov/?q=shakespeare&pg=3&id=EJ866139"><span>"Shakespeare with Heart": An <span class="hlt">Inclusive</span> Drama Project</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilkins, Ilene E.</p> <p>2008-01-01</p> <p>This article features Shakespeare with Heart, a two week <span class="hlt">inclusive</span> summer program for middle and high school students with and without disabilities. The program runs each morning until noon, culminating with a workshop performance of a Shakespeare play with full costume and set with a live audience of parents, friends, and community members. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=family+AND+business+AND+management&pg=6&id=ED386888','ERIC'); return false;" href="https://eric.ed.gov/?q=family+AND+business+AND+management&pg=6&id=ED386888"><span>Ideas for <span class="hlt">Inclusion</span>: The School Administrator'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>Beninghof, Anne M.; Singer, Anne Louise T.</p> <p></p> <p>This book for school administrators offers methods for effecting changes in school culture and practices so that <span class="hlt">inclusion</span> of students with all kinds of disabilities is successful. The recommendations are based on such principles as the following: professionals must collaborate to serve students with disabilities appropriately; students are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Hollingsworth&pg=3&id=EJ1102217','ERIC'); return false;" href="https://eric.ed.gov/?q=Hollingsworth&pg=3&id=EJ1102217"><span><span class="hlt">Inclusive</span> Science Education: Learning from Wizard</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Koomen, Michele Hollingsworth</p> <p>2016-01-01</p> <p>This case study reports on a student with special education needs in an <span class="hlt">inclusive</span> seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/20774566-inclusive-production','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/20774566-inclusive-production"><span><span class="hlt">Inclusive</span> production of the X(3872)</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Braaten, Eric</p> <p>2006-01-01</p> <p>If the X(3872) is a loosely-bound D*{sup 0}D{sup 0}/D{sup 0}D*{sup 0} molecule, its <span class="hlt">inclusive</span> production rate can be described by the NRQCD factorization formalism that applies to <span class="hlt">inclusive</span> quarkonium production. We argue that if the molecule has quantum numbers J{sup PC}=1{sup ++}, the most important term in the factorization formula should be the color-octet {sup 3}S{sub 1} term. This is also one of the two most important terms in the factorization formulas for {chi}{sub cJ}. Since the color-octet {sup 3}S{sub 1} term dominates {chi}{sub cJ} production for many processes, the ratio of the <span class="hlt">inclusive</span> direct production rates for X andmore » {chi}{sub cJ} should be roughly the same for these processes. The assumption that the ratio of the production rates for X and {chi}{sub cJ} is the same for all processes is used to estimate the <span class="hlt">inclusive</span> production rate of X in B meson decays, Z{sup 0} decays, and in pp collisions.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=western+AND+country+AND+sex+AND+opportunities&pg=3&id=ED390315','ERIC'); return false;" href="https://eric.ed.gov/?q=western+AND+country+AND+sex+AND+opportunities&pg=3&id=ED390315"><span>Beyond Political Correctness: Toward the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Richer, Stephen, Ed.; Weir, Lorna, Ed.</p> <p></p> <p>This collection of 12 essays examines the history of the discourse over political correctness (PC) in Canadian academia, focusing on the neoconservative backlash to affirmative action, <span class="hlt">inclusive</span> policies, and feminist and anti-racist teaching in the classroom. It includes: (1) "Introduction: Political Correctness and the Inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Lockers&pg=3&id=EJ841503','ERIC'); return false;" href="https://eric.ed.gov/?q=Lockers&pg=3&id=EJ841503"><span>Making Campuses More <span class="hlt">Inclusive</span> of Transgender Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beemyn, Brett Genny</p> <p>2005-01-01</p> <p>This article examines a number of areas of campus life where transgender students experience discrimination because of gender-exclusive policies and practices: health care, residence halls, bathrooms, locker rooms, records and documents, public <span class="hlt">inclusion</span>, and programming, training, and support. The specific obstacles faced by transgender students…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://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> </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://hdl.handle.net/2060/19940007963','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19940007963"><span>Final state interactions and <span class="hlt">inclusive</span> nuclear collisions</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cucinotta, Francis A.; Dubey, Rajendra R.</p> <p>1993-01-01</p> <p>A scattering formalism is developed in a multiple scattering model to describe <span class="hlt">inclusive</span> momentum distributions for high-energy projectiles. The effects of final state interactions on response functions and momentum distributions are investigated. Calculations for high-energy protons that include shell model response functions are compared with experiments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ847473.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ847473.pdf"><span>Multiage Instruction and <span class="hlt">Inclusion</span>: A Collaborative Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stuart, Shannon K.; Connor, Mary; Cady, Karin; Zweifel, Alicia</p> <p>2007-01-01</p> <p>This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices <span class="hlt">inclusion</span> and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=figueroa&id=EJ1048108','ERIC'); return false;" href="https://eric.ed.gov/?q=figueroa&id=EJ1048108"><span>The Value of Connectedness in <span class="hlt">Inclusive</span> Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Figueroa, Ivan</p> <p>2014-01-01</p> <p>The author addresses the importance of relationships in order for learning to take place in an <span class="hlt">inclusive</span> manner. Anecdotes illustrate the value in beginning where the learner is and the unexpected opportunities the journey can lead to when both teacher and learner venture through unchartered paths together.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1104807.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1104807.pdf"><span>Everyday <span class="hlt">Inclusive</span> Web Design: An Activity Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kane, Shaun K.</p> <p>2007-01-01</p> <p>Introduction: Website accessibility is a problem that affects millions of people with disabilities. While most current accessibility initiatives target government or commercial sites, a growing segment of online content is being created by non-professionals. This content is often inaccessible to users with disabilities. Everyday <span class="hlt">inclusive</span> Web…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=interpersonal+AND+training&pg=6&id=EJ1109492','ERIC'); return false;" href="https://eric.ed.gov/?q=interpersonal+AND+training&pg=6&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=inclusive+AND+school&pg=2&id=EJ1057796','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+school&pg=2&id=EJ1057796"><span>Advances in Schoolwide <span class="hlt">Inclusive</span> School Reform</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sailor, Wayne</p> <p>2015-01-01</p> <p>This article highlights three significant advances in schoolwide <span class="hlt">inclusive</span> school reform and suggests three next steps to improve educational outcomes for "all" students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED454645.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED454645.pdf"><span>IDEA 1997--"<span class="hlt">Inclusion</span> Is the Law."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sultana, Qaisar</p> <p></p> <p>This paper stresses that the word "<span class="hlt">inclusion</span>" is not used in the Individuals with Disabilities Education Act (IDEA) and that the law calls for students with disabilities to be provided with a free, appropriate public education in the least restrictive environment. Ten 1997-1999 court cases that address the placement of students with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quality+AND+life+AND+western+AND+countries&pg=6&id=EJ532433','ERIC'); return false;" href="https://eric.ed.gov/?q=quality+AND+life+AND+western+AND+countries&pg=6&id=EJ532433"><span><span class="hlt">Inclusion</span>: Is It Stressful for Teachers?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Forlin, Chris; And Others</p> <p>1996-01-01</p> <p>A study involving 225 regular primary school teachers and 42 principals in western Australia found that the <span class="hlt">inclusion</span> of a child with a mild intellectual disability significantly increased the educators' appraisal of stress severity. Gender and special school/regular school variables were analyzed. (CR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TES&pg=7&id=EJ1103439','ERIC'); return false;" href="https://eric.ed.gov/?q=TES&pg=7&id=EJ1103439"><span>Early Childhood <span class="hlt">Inclusion</span> in Aotearoa New Zealand</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Foster-Cohen, Susan H.; van Bysterveldt, Anne K.</p> <p>2016-01-01</p> <p>Early childhood education is encouraged for all 3- to 5-year-old children in New Zealand (known in the Maori language as Aotearoa) and is supported by a well-constructed bicultural curriculum (Te Whariki) and reasonably generous government funding. However, a number of factors mitigate against <span class="hlt">inclusion</span> of children with developmental delays and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=soup&pg=6&id=EJ755346','ERIC'); return false;" href="https://eric.ed.gov/?q=soup&pg=6&id=EJ755346"><span>Preschool <span class="hlt">Inclusion</span>: Navigating through Alphabet Soup</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lytle, Rebecca; Bordin, Judith</p> <p>2005-01-01</p> <p>The number of preschool-aged children with disabilities who spend some part of their day in an <span class="hlt">inclusive</span> school or child care setting has grown tremendously in the past ten years. Meeting the needs of these children is always challenging. However, Public Law 105-17 the Individuals with Disabilities Education Act (IDEA'97) mandates that children…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=6&id=ED529271','ERIC'); return false;" href="https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=6&id=ED529271"><span>Effective <span class="hlt">Inclusive</span> Schools: Designing Successful Schoolwide Programs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hehir, Thomas; Katzman, Lauren I.</p> <p>2012-01-01</p> <p>This book presents lessons learned from in-depth case studies of some of our most effective <span class="hlt">inclusive</span> public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hayden&pg=2&id=ED526499','ERIC'); return false;" href="https://eric.ed.gov/?q=hayden&pg=2&id=ED526499"><span><span class="hlt">Inclusion</span>: Professional Development Needs of Educators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stocks, Amanda G.</p> <p>2010-01-01</p> <p>An attitudinal resistance among teachers regarding the <span class="hlt">inclusion</span> of children with disabilities is well documented in the literature. Studies collectively highlight two specific areas that contribute to this resistance. First, a lack of teacher knowledge or preparedness for meeting the diverse needs of children with disabilities stimulates…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hi&pg=2&id=EJ1160877','ERIC'); return false;" href="https://eric.ed.gov/?q=hi&pg=2&id=EJ1160877"><span>Institutionalizing <span class="hlt">Inclusion</span> in the In-Between</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Felten, Peter</p> <p>2017-01-01</p> <p>Author Peter Felten reflects on the shifting of his institutional position over the past seven years or so away from the teaching center into the provost's office at Elon University. In this article he discusses the fact that the transition has challenged his assumptions about the most effective ways of cultivating <span class="hlt">inclusive</span> learning environments…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26118812','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26118812"><span>[International aspects of <span class="hlt">inclusion</span> in schools].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Häßler, Frank; Burgert, Michael; Fegert, Jörg Michael; Chodan, Wencke</p> <p>2015-07-01</p> <p>The term <span class="hlt">inclusion</span> (=admittance, involvement) is used almost synonymously for the concept of the joint schooling of children with and without intellectual disabilities, language disabilities, physical handicaps, or mental disorders. This article addresses the current state of <span class="hlt">inclusion</span> in Germany as well as the international situation, such as the Salamanca Declaration of the UNESCO, the «Individuals with Disabilities Act» (IDEA) in the United States as well as European developments, particularly in Great Britain, Austria, and Russia. Even though, from a political perspective, the decision in favor of <span class="hlt">inclusion</span> seems irreversible, there appears to be a lack an agreement on the modality and timeframe. Thus, the average percentage of students with special education needs in Germany amounts to only 28.2%. The reasons behind this situation are presently being analyzed and discussed. A question of key importance concerns the benefit for the persons concerned, since that should be the measure of the success of <span class="hlt">inclusion</span>. This question will most likely be validly answered only for individual subgroups of disabilities. This field still requires extensive research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=gender+AND+issue&pg=7&id=EJ1030064','ERIC'); return false;" href="https://eric.ed.gov/?q=gender+AND+issue&pg=7&id=EJ1030064"><span>Equity and <span class="hlt">Inclusion</span> in Physical Education PLC</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Evans, John</p> <p>2014-01-01</p> <p>Physical Educationalists in many western and westernised societies across the globe are facing new challenges as system wide changes take place increasing the role of private bodies (e.g. Academy trusts) in the delivery of school based education. This reflective and rather personal paper considers the place and meaning of "<span class="hlt">inclusion</span>" and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=madison+AND+wisconsin&pg=3&id=EJ857663','ERIC'); return false;" href="https://eric.ed.gov/?q=madison+AND+wisconsin&pg=3&id=EJ857663"><span>Creating <span class="hlt">Inclusive</span> Schools for All Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton-Theoharis, Julie; Theoharis, George</p> <p>2009-01-01</p> <p><span class="hlt">Inclusion</span> in general education and attention to belonging are the first steps toward greater achievement for all students. This must be followed by improving the core teaching and curriculum to enhance learning of all students through differentiation, and teaching to multiple modalities and learning preferences. For these changes to occur,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ898012.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ898012.pdf"><span>Educational Technology for the <span class="hlt">Inclusive</span> Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Starcic, Andreja Istenic</p> <p>2010-01-01</p> <p>This paper presents and evaluates the development of an educational technology curriculum aimed at pre-service, primary education and undergraduates; the focus is on the incorporation of ICT competences for <span class="hlt">inclusive</span> education. The framework was the introduction of SEVERI e-learning environment in Slovenian schools. Students were able to monitor…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=positive+AND+interventions+AND+kids&id=EJ809523','ERIC'); return false;" href="https://eric.ed.gov/?q=positive+AND+interventions+AND+kids&id=EJ809523"><span>Creating <span class="hlt">Inclusive</span> Schools for All Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton-Theoharis, Julie; Theoharis, George</p> <p>2008-01-01</p> <p>In this article, a former principal at Falk Elementary School in Madison, Wisconsin, describes his school's shift as it sought to create an <span class="hlt">inclusive</span> school for all students and establish an authentic sense of belonging. Nationwide, schools and districts from Concord, New Hampshire, to Whittier, California, and from Cambridge, Massachusetts, to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1082861','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1082861"><span>Understanding Teachers' Concerns about <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini</p> <p>2015-01-01</p> <p>This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in <span class="hlt">inclusive</span> education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1158332','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1158332"><span>Wicked Problems in 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>Armstrong, David</p> <p>2017-01-01</p> <p>This special paper provides a critical overview of wicked problems in special and <span class="hlt">inclusive</span> education. Practically, this paper provides a strategic framework for future special issues in the "Journal of Special Educational Needs". Critical attention is also given to the concept of a wicked problem when applied to research in special 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_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('https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1109434','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1109434"><span>Attitudes to Normalisation 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>Sanagi, Tomomi</p> <p>2016-01-01</p> <p>The purpose of this paper was to clarify the features of teachers' image on normalisation and <span class="hlt">inclusive</span> education. The participants of the study were both mainstream teachers and special teachers. One hundred and thirty-eight questionnaires were analysed. (1) Teachers completed the questionnaire of SD (semantic differential) images on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=paradigms+AND+disability&pg=2&id=EJ1109489','ERIC'); return false;" href="https://eric.ed.gov/?q=paradigms+AND+disability&pg=2&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('http://adsabs.harvard.edu/abs/2017NatAs...1E.161L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017NatAs...1E.161L"><span>Diversity and <span class="hlt">inclusiveness</span> in large scientific collaborations</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lucatello, Sara; Diamond-Stanic, Aleksandar</p> <p>2017-06-01</p> <p>Considerable progress has been made in the past decade to increase diversity in astronomy, and in particular to reach a 'critical mass' of women. It is however important to realize that this progress has mainly been the result of the selective <span class="hlt">inclusion</span> of women from more privileged backgrounds.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511256.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511256.pdf"><span><span class="hlt">Inclusive</span> Education in Bosnia and Herzegovina</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dizdarevic, Alma; Vantic-Tanjic, Medina; Nikolic, Milena</p> <p>2010-01-01</p> <p>This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of <span class="hlt">inclusion</span> in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=csr+AND+strategy&pg=3&id=EJ739598','ERIC'); return false;" href="https://eric.ed.gov/?q=csr+AND+strategy&pg=3&id=EJ739598"><span>Comprehensive School Reform and <span class="hlt">Inclusive</span> Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2006-01-01</p> <p>In spite of the emphasis in public policy and the professional literature on developing <span class="hlt">inclusive</span> programs for students with disabilities over the past 30 years, surprisingly little progress has been made in this regard in school districts across the United States. One approach to change that is currently being used with some success in general…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sauce&pg=2&id=ED466708','ERIC'); return false;" href="https://eric.ed.gov/?q=sauce&pg=2&id=ED466708"><span>Academic Freedom and the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kahn, Sharon E., Ed.; Pavlich, Dennis, Ed.</p> <p></p> <p>The chapters in this collection explore issues related to academic freedom and the <span class="hlt">inclusive</span> university. The first section, Clarifying Concepts in Ideology, Language, and Law, contains these chapters: (1) Whats Sauce for One Goose: The Logic of Academic Freedom (Stanley Fish); (2) Academic Freedom: Rights as Immunities and Privileges (Frederick…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=3&id=EJ857872','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=3&id=EJ857872"><span><span class="hlt">Inclusion</span> in PK-12: An International Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Curcic, Svjetlana</p> <p>2009-01-01</p> <p>With an aim to investigate <span class="hlt">inclusion</span> across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=3&id=EJ828352','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=3&id=EJ828352"><span>Disabilities and <span class="hlt">Inclusive</span> Practices within Toronto Preschools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Killoran, Isabel; Tymon, Dorothy; Frempong, George</p> <p>2007-01-01</p> <p>A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an <span class="hlt">inclusive</span> perspective provide a better understanding…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Austria&pg=5&id=ED574747','ERIC'); return false;" href="https://eric.ed.gov/?q=Austria&pg=5&id=ED574747"><span><span class="hlt">Inclusive</span> Educational Practice in Europe: Psychological 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>Arnold, Christopher, Ed.; Horan, Jacqueline, Ed.</p> <p>2017-01-01</p> <p>The <span class="hlt">inclusion</span> of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don't adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=7&id=EJ1008377','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=7&id=EJ1008377"><span><span class="hlt">Inclusive</span> Schooling: Are We There yet?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton, Julie; Theoharis, George</p> <p>2013-01-01</p> <p>Today, when trying to find a way to an unfamiliar destination, many rely on global positioning systems, or GPS technology. "Recalibrating" and "Whenever possible make a legal U-turn" are now ubiquitous phrases in the audio backdrop to many car trips. One can think about modern-day <span class="hlt">inclusive</span> education in similar terms. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=3&id=EJ1168311','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=3&id=EJ1168311"><span>Business and Technology Educators: 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>Donne, Vicki; Hansen, Mary A.</p> <p>2013-01-01</p> <p>Business educators face the challenge of operationalizing the global converging initiatives of technology integration and <span class="hlt">inclusion</span> of students with a disability in K-12 education. A survey of business educators was conducted to ascertain how they were implementing these initiatives in the United States. Results indicated that business educators…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ855076.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ855076.pdf"><span>Negotiating the Path: Towards Diversity and <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mason, Letita R.</p> <p>2009-01-01</p> <p>Global survival hinges on an appreciation that the solutions to problems reside within the collective strength of diversity. However, achieving <span class="hlt">inclusion</span> is often relegated to periodic infusions of multiculturalism into the mainstream of organizational culture. And "diversity" is quickly becoming the latest buzzword for an idea that, though…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+social&pg=3&id=EJ1000626','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=3&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('https://www.ncbi.nlm.nih.gov/pubmed/24353470','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24353470"><span>Nonlinear elastic <span class="hlt">inclusions</span> in isotropic solids.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yavari, Arash; Goriely, Alain</p> <p>2013-12-08</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.</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('https://eric.ed.gov/?q=dehumanize&id=EJ951090','ERIC'); return false;" href="https://eric.ed.gov/?q=dehumanize&id=EJ951090"><span>"Coming out Crip" in <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Erevelles, Nirmala</p> <p>2011-01-01</p> <p>Background/Context: The author argues that within <span class="hlt">inclusive</span> education's almost obsessive focus on space, there is a tendency to ignore the ideological assumptions that undergird the curricular and extracurricular practices in schools that serve to construct certain student subjectivities as deviant, disturbing, and dangerous, thereby justifying…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Turkey&pg=5&id=EJ960739','ERIC'); return false;" href="https://eric.ed.gov/?q=Turkey&pg=5&id=EJ960739"><span>Citizenship Education in Turkey: <span class="hlt">Inclusive</span> or Exclusive</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ince, Basak</p> <p>2012-01-01</p> <p>This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages <span class="hlt">inclusive</span> or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=musicality&id=EJ1172646','ERIC'); return false;" href="https://eric.ed.gov/?q=musicality&id=EJ1172646"><span>On Being Musical: Education 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>Ruddock, Eve</p> <p>2018-01-01</p> <p>This article questions educational practices that undermine 'being' musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an <span class="hlt">inclusive</span> educational practice which gives everyone an opportunity…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=right+AND+work&pg=5&id=EJ910587','ERIC'); return false;" href="https://eric.ed.gov/?q=right+AND+work&pg=5&id=EJ910587"><span>Building <span class="hlt">Inclusive</span> Communities: A Social Capital Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shaklee, Harriet; Laumatia, Laura; Luckey, Brian; Traver, Sue; Nauman, Arlinda; Tifft, Kathee; Liddil, Audrey; Hampton, Carol</p> <p>2010-01-01</p> <p>Population shifts have changed the face of many Idaho communities, but <span class="hlt">inclusive</span> relationships among groups can build the social capital required for communities to thrive. University of Idaho Extension developed "Idaho's Journey for Diversity and Human Rights" as a hands-on traveling workshop about past and present issues of human…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22the+assessment%22+AND+impact&pg=4&id=EJ975652','ERIC'); return false;" href="https://eric.ed.gov/?q=%22the+assessment%22+AND+impact&pg=4&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> </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=general+AND+psychology&pg=5&id=EJ746464','ERIC'); return false;" href="https://eric.ed.gov/?q=general+AND+psychology&pg=5&id=EJ746464"><span>An <span class="hlt">Inclusive</span> Process for Departmental Textbook Selection</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Altman, William S.; Ericksen, Kristen; Pena-Shaff, Judith B.</p> <p>2006-01-01</p> <p>This article reports on the development and use of an <span class="hlt">inclusive</span> process to select a departmental textbook for general psychology. It describes a method for developing department-specific instruments to narrow the available textbook choices and an in-class textbook trial used in the final selection. Reported advantages of this method include…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=serbia&id=EJ961067','ERIC'); return false;" href="https://eric.ed.gov/?q=serbia&id=EJ961067"><span><span class="hlt">Inclusive</span> Education--Empirical Experience from Serbia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kovacevic, Jasmina; Macesic-Petrovic, Dragana</p> <p>2012-01-01</p> <p>This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in <span class="hlt">inclusive</span> education. Most educational problems occur in relations and communications with their peers in typical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED412704.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED412704.pdf"><span>Social <span class="hlt">Inclusion</span> of Adults with Developmental Disabilities.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gaylord, Vicki, Ed.</p> <p>1997-01-01</p> <p>This feature issue presents articles on the social <span class="hlt">inclusion</span> of people with developmental disabilities into the community and also some related news items. This issue provides profiles of organizations, workplaces, and schools that are successfully integrating people with developmental disabilities into community activities. The articles are:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=visionary+AND+leadership&pg=3&id=ED549187','ERIC'); return false;" href="https://eric.ed.gov/?q=visionary+AND+leadership&pg=3&id=ED549187"><span>Full <span class="hlt">Inclusion</span>: The Least Restrictive Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mullings, Shirley E.</p> <p>2011-01-01</p> <p>The purpose of the phenomenological study was to examine elementary educators' perceptions of full <span class="hlt">inclusion</span> as the least restrictive environment for students with disabilities. Thirty-six teachers and administrators participated in interviews and responded to multiple-choice survey items. The recorded data from the interviews were…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.V43B0527S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.V43B0527S"><span>Multicomponent Diffusion in Experimentally Cooled 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>Saper, L.; Stolper, E.</p> <p>2017-12-01</p> <p>Glassy olivine-hosted melt <span class="hlt">inclusions</span> are compositionally zoned, characterized by a boundary layer depleted in olivine-compatible components that extends into the melt <span class="hlt">inclusion</span> from its wall. The boundary layer forms in response to crystallization of olivine and relaxes with time due to diffusive exchange with the interior of the <span class="hlt">inclusion</span>. At magmatic temperatures, the time scale for homogenization of <span class="hlt">inclusions</span> is minutes to hours. Preservation of compositional gradients in natural <span class="hlt">inclusions</span> results from rapid cooling upon eruption. A model of MgO concentration profiles that couples crystal growth and diffusive relaxation of a boundary layer can be used to solve for eruptive cooling rates [1]. Controlled cooling-rate experiments were conducted to test the accuracy of the model. Mauna Loa olivine containing >80 µm melt <span class="hlt">inclusions</span> were equilibrated at 1225°C in a 1-atm furnace for 24 hours, followed by linear cooling at rates of 102 - 105 °C/hr. High-resolution concentration profiles of 40 <span class="hlt">inclusions</span> were obtained using an electron microprobe. The model of [1] fits the experimental data with low residuals and the best-fit cooling rates are within 30% of experimental values. The initial temperature of 1225 °C is underestimated by 65°C. The model was modified using (i) MELTS to calculate the interface melt composition as a function of temperature, and (ii) a concentration-dependent MgO diffusion coefficient using the functional form of [2]. With this calibration the best-fit starting temperatures are within 5°C of the experimental values and the best-fit cooling rates are within 20% of experimental rates. The evolution of the CaO profile during cooling is evidence for strong diffusive coupling between melt components. Because CaO is incompatible in olivine, CaO concentrations are expected to be elevated in the boundary layer adjacent to the growing olivine. Although this is observed at short time scales, as the profile evolves the CaO concentration near the</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('http://adsabs.harvard.edu/abs/2017GeCoA.216..335M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017GeCoA.216..335M"><span>Homogenisation of sulphide <span class="hlt">inclusions</span> within diamonds: A new approach to diamond <span class="hlt">inclusion</span> geochemistry</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>McDonald, Iain; Hughes, Hannah S. R.; Butler, Ian B.; Harris, Jeffrey W.; Muir, Duncan</p> <p>2017-11-01</p> <p>Base metal sulphide (BMS) <span class="hlt">inclusions</span> in diamonds provide a unique insight into the chalcophile and highly siderophile element composition of the mantle. Entombed within their diamond hosts, these provide a more robust (closed system) sample, from which to determine the trace element, Re-Os and S-isotopic compositions of the mantle than mantle xenoliths or orogenic peridotites, as they are shielded from alteration during ascent to the Earth's crust and subsequent surface weathering. However, at temperatures below 1100 °C some BMS <span class="hlt">inclusions</span> undergo subsolidus re-equilibration from an original monosulphide solid solution (Mss) and this causes fractionation of the major and trace elements within the <span class="hlt">inclusions</span>. Thus to study the subjects noted above, current techniques require the entire BMS <span class="hlt">inclusion</span> to be extracted for analyses. Unfortunately, 'flaking' of <span class="hlt">inclusions</span> during break-out is a frequent occurrence and hence the risk of accidentally under-sampling a portion of the BMS <span class="hlt">inclusion</span> is inherent in current practices. This loss may have significant implications for Re-Os isotope analyses where incomplete sampling of a Re-rich phase, such as chalcopyrite that typically occurs at the outer margins of BMS <span class="hlt">inclusions</span>, may induce significant bias in the Re-Os and 187Os/188Os measurements and resulting model and isochron ages. We have developed a method for the homogenisation of BMS <span class="hlt">inclusions</span> in diamond prior to their break-out from the host stone. Diamonds are heated to 1100 °C and then quenched to chemically homogenise any sulphide <span class="hlt">inclusions</span> for both major and trace elements. Using X-ray Computed Microtomography (μCT) we determine the shape and spatial setting of multiple <span class="hlt">inclusions</span> within a host stone and crucially show that the volume of a BMS <span class="hlt">inclusion</span> is the same both before and after homogenisation. We show that the homogenisation process significantly reduces the inherent variability of in situ analysis when compared with unhomogenised BMS, thereby</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=118003&Lab=NERL&keyword=lindstrom&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="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=118003&Lab=NERL&keyword=lindstrom&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>PERSISTENT PERFLUORINATED ORGANIC <span class="hlt">COMPOUNDS</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Perfluorinated <span class="hlt">compounds</span> (PFCs) have gained notoriety in the recent past. Global distribution of PFCs in wildlife, environmental samples and humans has sparked a recent increase in new investigations concerning PFCs. Historically PFCs have been used in a wide variety of consume...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ionic&pg=2&id=EJ780568','ERIC'); return false;" href="https://eric.ed.gov/?q=ionic&pg=2&id=EJ780568"><span>Fun with Ionic <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Logerwell, Mollianne G.; Sterling, Donna R.</p> <p>2007-01-01</p> <p>Ionic bonding is a fundamental topic in high school chemistry, yet it continues to be a concept that students struggle to understand. Even if they understand atomic structure and ion formation, it can be difficult for students to visualize how ions fit together to form <span class="hlt">compounds</span>. This article describes several engaging activities that help…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=biochemical+AND+tests&pg=4&id=EJ686303','ERIC'); return false;" href="https://eric.ed.gov/?q=biochemical+AND+tests&pg=4&id=EJ686303"><span>Urinary <span class="hlt">Compounds</span> in Autism</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alcorn, A.; Berney, T.; Bretherton, K.; Mills, M.; Savery, D.; Shattock, P.</p> <p>2004-01-01</p> <p>Although earlier claims to identify specific <span class="hlt">compounds</span> in the urine of people with autism had been discredited, it was subsequently suggested that there might be biochemical characteristics that were specific to early childhood, particularly in those who also did not have a severe degree of intellectual disability This study was to establish…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=410','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=410"><span>Boron and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Boron and <span class="hlt">Compounds</span> ; CASRN 7440 - 42 - 8 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcinoge</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=426','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=426"><span>Zinc and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Zinc and <span class="hlt">Compounds</span> ; CASRN 7440 - 66 - 6 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcinogen</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=10','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=10"><span>Barium and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>EPA / 635 / R - 05 / 001 www.epa.gov / iris TOXICOLOGICAL REVIEW OF BARIUM AND <span class="hlt">COMPOUNDS</span> ( CAS No . 7440 - 39 - 3 ) In Support of Summary Information on the Integrated Risk Information System ( IRIS ) March 1998 Minor revisions January 1999 Reference dose revised June 2005 U.S . Environmental Protec</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=12','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=12"><span>Beryllium and <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>EPA / 635 / R - 98 / 008 TOXICOLOGICAL REVIEW OF BERYLLIUM AND <span class="hlt">COMPOUNDS</span> ( CAS No . 7440 - 41 - 7 ) In Support of Summary Information on the Integrated Risk Information System ( IRIS ) April 1998 U.S . Environmental Protection Agency Washington , DC DISCLAIMER This document has been reviewed in ac</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=277','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=277"><span>Lead and <span class="hlt">compounds</span> (inorganic)</span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Lead and <span class="hlt">compounds</span> ( inorganic ) ; CASRN 7439 - 92 - 1 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=472','SCIGOV-IRIS'); return false;" href="https://cfpub.epa.gov/ncea/iris2/chemicalLanding.cfm?substance_nmbr=472"><span>Selenium and <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/iris">Integrated Risk Information System (IRIS)</a></p> <p></p> <p></p> <p>Selenium and <span class="hlt">Compounds</span> ; CASRN 7782 - 49 - 2 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarcin</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/873681','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/873681"><span><span class="hlt">Compound</span> floating pivot micromechanisms</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Garcia, Ernest J.</p> <p>2001-04-24</p> <p>A new class of tilting micromechanical mechanisms have been developed. These new mechanisms use <span class="hlt">compound</span> floating pivot structures to attain far greater tilt angles than are practical using other micromechanical techniques. The new mechanisms are also capable of bi-directional tilt about multiple axes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/867325','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/867325"><span>Aminopropyl thiophene <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Goodman, Mark M.; Knapp, Jr., Furn F.</p> <p>1990-01-01</p> <p>Radiopharmaceuticals useful in brain imaging comprising radiohalogenated thienylethylamine derivatives. The <span class="hlt">compounds</span> are 5-halo-thiophene-2-isopropyl amines able to cross the blood-brain barrier and be retained for a sufficient length of time to allow the evaluation of regional blood flow by radioimaging of the brain.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997JChEd..74..734T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997JChEd..74..734T"><span>The Onium <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>Tsarevsky, Nicolay V.; Slaveykova, Vera; Manev, Stefan; Lazarov, Dobri</p> <p>1997-06-01</p> <p>The onium salts are of a big interest for theoretical and structural chemistry, and for organic synthesis. Some representatives of the group (e.g. ammonium salts) were known from the oldest times. Many onium salts are met the nature: ammonium salts (either as inorganic salts, and organic derivatives, e.g. aminoacids, salts of biogenic amines and alkaloids, etc.); oxonium salts (plant pigments as anthocyans are organic oxonium <span class="hlt">compounds</span>), etc. In 1894 C. Hartmann and V. Meyer prepared the first iodonium salts - 4-iododiphenyliodonium hydrogensulfate and diphenyliodonium salts, and suggested the ending -onium for all <span class="hlt">compounds</span> with properties similar to those of ammonium salts. Nowadays onium <span class="hlt">compounds</span> of almost all nonmetals are synthesised and studied. A great variety of physical methods: diffraction (e.g. XRD) and spectral methods (IR-, NMR-, and UV-spectra), as well as the chemical properties and methods of preparation of onium salts have been used in determination of the structure of these <span class="hlt">compounds</span>. The application of different onium salts is immense. Ammonium, phosphonium and sulfonium salts are used as phase-transfer catalysts; diazonium salts - for the preparation of dyes, metalochromic and pH-indicators. All the onium salts and especially diazonium and iodonium salts are very useful reagents in organic synthesis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70021290','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70021290"><span>Fluid-deposited graphitic <span class="hlt">inclusions</span> in quartz: Comparison between KTB (German Continental Deep-Drilling) core samples and artificially reequilibrated natural <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Pasteris, J.D.; Chou, I.-Ming</p> <p>1998-01-01</p> <p>We used Raman microsampling spectroscopy (RMS) to determine the degree of crystallinity of minute (2-15 ??m) graphite <span class="hlt">inclusions</span> in quartz in two sets of samples: experimentally reequilibrated fluid <span class="hlt">inclusions</span> in a natural quartz grain and biotite-bearing paragneisses from the KTB deep drillhole in SE Germany. Our sequential reequilibration experiments at 725??C on initially pure CO2 <span class="hlt">inclusions</span> in a quartz wafer and the J. Krautheim (1993) experiments at 900-1100??C on organic <span class="hlt">compounds</span> heated in gold or platinum capsules suggest that, at a given temperature, (1) fluid-deposited graphite will have a lower crystallinity than metamorphosed organic matter and (2) that the crystallinity of fluid-deposited graphite is affected by the composition of the fluid from which it was deposited. We determined that the precipitation of more-crystalline graphite is favored by lower fH2 (higher fO2), and that the crystallinity of graphite is established by the conditions (including gas fugacities) that pertain as the fluid first reaches graphite saturation. Graphite <span class="hlt">inclusions</span> within quartz grains in the KTB rocks show a wide range in crystallinity index, reflecting three episodes of carbon entrapment under different metamorphic conditions. Isolated graphite <span class="hlt">inclusions</span> have the spectral properties of totally ordered, completely crystalline graphite. Such crystallinity suggests that the graphite was incorporated from the surrounding metasedimentary rocks, which underwent metamorphism at upper amphibolite-facies conditions. Much of the fluid-deposited graphite in fluid <span class="hlt">inclusions</span>, however, shows some spectral disorder. The properties of that graphite resemble those of experimental precipitates at temperatures in excess of 700??C and at elevated pressures, suggesting that the <span class="hlt">inclusions</span> represent precipitates from C-O-H fluids trapped under conditions near those of peak metamorphism at the KTB site. In contrast, graphite that is intimately associated with chlorite and other</p> </li> </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://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1388263','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1388263"><span>Neuronal intranuclear <span class="hlt">inclusions</span> are ultrastructurally and immunologically distinct from cytoplasmic <span class="hlt">inclusions</span> of neuronal intermediate filament <span class="hlt">inclusion</span> disease</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Mosaheb, Sabrina; Thorpe, Julian R.; Hashemzadeh-Bonehi, Lida; Bigio, Eileen H.; Gearing, Marla; Cairns, Nigel J.</p> <p>2006-01-01</p> <p>Abnormal neuronal cytoplasmic <span class="hlt">inclusions</span> (NCIs) containing aggregates of α-internexin and the neurofilament (NF) subunits, NF-H, NF-M, and NF-L, are the signature lesions of neuronal intermediate filament (IF) <span class="hlt">inclusion</span> disease (NIFID). The disease has a clinically heterogeneous phenotype, including fronto-temporal dementia, pyramidal and extrapyramidal signs presenting at a young age. NCIs are variably ubiquitinated and about half of cases also have neuronal intranuclear <span class="hlt">inclusions</span> (NIIs), which are also ubiquitinated. NIIs have been described in polyglutamine-repeat expansion diseases, where they are strongly ubiquitin immunoreactive. The fine structure of NIIs of NIFID has not previously been described. Therefore, to determine the ultrastructure of NIIs, immunoelectron microscopy was undertaken on NIFID cases and normal aged control brains. Our results indicate that the NIIs of NIFID are strongly ubiquitin immunoreactive. However, unlike NCIs which contain ubiquitin, α-internexin and NF epitopes, NIIs contain neither epitopes of α-internexin nor NF subunits. Neither NIIs nor NCIs were recognised by antibodies to expanded polyglutamine repeats. The NII of NIFID lacks a limiting membrane and contains straight filaments of 20 nm mean width (range 11–35 nm), while NCIs contain filaments with a mean width of 10 nm (range 5–18 nm; t-test, P<0.001). Biochemistry revealed no differences in neuronal IF protein mobilities between NIFID and normal brain tissue. Therefore, NIIs of NIFID contain filaments morphologically and immunologically distinct from those of NCIs, and both types of <span class="hlt">inclusion</span> lack expanded polyglutamine tracts of the triplet-repeat expansion diseases. These observations indicate that abnormal protein aggregation follows separate pathways in different neuronal compartments of NIFID. PMID:16025283</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MMTA..tmp..121W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MMTA..tmp..121W"><span><span class="hlt">Inclusion</span> Characteristics and Acicular Ferrite Nucleation in Ti-Containing Weld Metals of X80 Pipeline Steel</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wang, Bingxin; Liu, Xianghua; Wang, Guodong</p> <p>2018-03-01</p> <p>X80 steel weld metals with Ti contents of 0.003 to 0.13 pct were prepared by the single-pass submerged-arc welding process. The effects of Ti content in weld metals on the constituent phases of <span class="hlt">inclusions</span> and chemical compositions of the constituent phases, as well as the potency of acicular ferrite (AF) nucleation on the <span class="hlt">inclusions</span> were investigated. Moreover, the crystallographic orientation relationship between the AF and <span class="hlt">inclusion</span> was examined. The results show that with an increase in Ti content, the primary constituent phases of the <span class="hlt">inclusions</span> change from the (Mn-Al-Si-O) <span class="hlt">compound</span> to a mixture of spinel and pseudobrookite solid solutions, and eventually to pseudobrookite. The spinel solid solution is characterized by the MnTi2O4 constituent. Compared to pseudobrookite, spinel has a lower Ti concentration, but a significantly higher Mn content. In the case of the presence of a considerable amount of spinel, the Mn element is enriched strongly in the <span class="hlt">inclusions</span>, resulting in the development of a Mn-depleted zone (MDZ) in the matrix around the <span class="hlt">inclusions</span>, which enhances the driving force for AF formation. AF shows the Baker-Nutting orientation relationship with MnTi2O4. The formation of MDZ and the presence of the Baker-Nutting orientation relationship promote the ability of <span class="hlt">inclusions</span> to nucleate the intragranular AF.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MMTA...49.2124W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MMTA...49.2124W"><span><span class="hlt">Inclusion</span> Characteristics and Acicular Ferrite Nucleation in Ti-Containing Weld Metals of X80 Pipeline Steel</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wang, Bingxin; Liu, Xianghua; Wang, Guodong</p> <p>2018-06-01</p> <p>X80 steel weld metals with Ti contents of 0.003 to 0.13 pct were prepared by the single-pass submerged-arc welding process. The effects of Ti content in weld metals on the constituent phases of <span class="hlt">inclusions</span> and chemical compositions of the constituent phases, as well as the potency of acicular ferrite (AF) nucleation on the <span class="hlt">inclusions</span> were investigated. Moreover, the crystallographic orientation relationship between the AF and <span class="hlt">inclusion</span> was examined. The results show that with an increase in Ti content, the primary constituent phases of the <span class="hlt">inclusions</span> change from the (Mn-Al-Si-O) <span class="hlt">compound</span> to a mixture of spinel and pseudobrookite solid solutions, and eventually to pseudobrookite. The spinel solid solution is characterized by the MnTi2O4 constituent. Compared to pseudobrookite, spinel has a lower Ti concentration, but a significantly higher Mn content. In the case of the presence of a considerable amount of spinel, the Mn element is enriched strongly in the <span class="hlt">inclusions</span>, resulting in the development of a Mn-depleted zone (MDZ) in the matrix around the <span class="hlt">inclusions</span>, which enhances the driving force for AF formation. AF shows the Baker-Nutting orientation relationship with MnTi2O4. The formation of MDZ and the presence of the Baker-Nutting orientation relationship promote the ability of <span class="hlt">inclusions</span> to nucleate the intragranular AF.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70015208','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70015208"><span>Diagenetic palaeotemperatures from aqueous fluid <span class="hlt">inclusions</span>: re- equilibration of <span class="hlt">inclusions</span> in carbonate cements by burial heating.</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Burruss, R.C.</p> <p>1987-01-01</p> <p>Calculations based on the observed behaviour of <span class="hlt">inclusions</span> in fluorite under external confining P allows prediction of the T and depths of burial necessary to initiate re-equilibration of aqueous <span class="hlt">inclusions</span> in the common size range 40-4 mu m. Heating of 20-60oC over the initial trapping T may cause errors of 10-20oC in the homogenization T. This suggests that re-equilibration may cause aqueous <span class="hlt">inclusions</span> in carbonates to yield a poor record of their low-T history, but a useful record of the maximum T experienced by the host rock. Previous work suggests that <span class="hlt">inclusions</span> containing petroleum fluids will be less susceptible to re-equilibration.This and the following six abstracts represent papers presented at a joint meeting of the Applied Mineralogy Group of the Mineralogical Society and the Petroleum Group of the Geological Society held in Newcastle upon Tyne in April 1986.-R.A.H.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMOS53C1231S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMOS53C1231S"><span>Microcrystalline dolomite within massive Japan Sea methane hydrate: origin and development ascertained by <span class="hlt">inclusions</span> within <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>Snyder, G. T.; Kakizaki, Y.; Matsumoto, R.; Suzuki, Y.; Takahata, N.; Sano, Y.; Tanaka, K.; Tomaru, H.; Imajo, T.; Iguchi, A.</p> <p>2017-12-01</p> <p>Microcrystalline dolomite grains were recently discovered as <span class="hlt">inclusions</span> within relatively pure massive gas hydrate recovered from the Joetsu Basin area of the Japan Sea. These grains presumably formed as a consequence of the highly saline conditions in fluid <span class="hlt">inclusions</span> which developed between coalescing grain boundaries within the growing hydrate. Stable carbon and oxygen isotopic composition of the dolomite is consistent with crystal growth occurring within such fluids. In addition to stable isotopes, we investigate trends in Mg/Ca ratios of the grains as well as the composition of <span class="hlt">inclusions</span> which exist within the dolomites. Preliminary research shows that these <span class="hlt">inclusions</span> retain valuable information as to the conditions which existed at the time of formation, as well as the dynamics of these extensive hydrate deposits over time. This study was conducted under the commission from AIST as a part of the methane hydrate research project funded by METI (the Ministry of Economy, Trade and Industry, Japan).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013MMTB...44..762L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013MMTB...44..762L"><span>Numerical Simulations of <span class="hlt">Inclusion</span> Behavior in Gas-Stirred Ladles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lou, Wentao; Zhu, Miaoyong</p> <p>2013-06-01</p> <p>A computation fluid dynamics-population balance model (CFD-PBM) coupled model has been proposed to investigate the bubbly plume flow and <span class="hlt">inclusion</span> behavior including growth, size distribution, and removal in gas-stirred ladles, and some new and important phenomena and mechanisms were presented. For the bubbly plume flow, a modified k- ɛ model with extra source terms to account for the bubble-induced turbulence was adopted to model the turbulence, and the bubble turbulent dispersion force was taken into account to predict gas volume fraction distribution in the turbulent gas-stirred system. For <span class="hlt">inclusion</span> behavior, the phenomena of <span class="hlt">inclusions</span> turbulent random motion, bubbles wake, and slag eye forming on the molten steel surface were considered. In addition, the multiple mechanisms both that promote <span class="hlt">inclusion</span> growth due to <span class="hlt">inclusion-inclusion</span> collision caused by turbulent random motion, shear rate in turbulent eddy, and difference <span class="hlt">inclusion</span> Stokes velocities, and the mechanisms that promote <span class="hlt">inclusion</span> removal due to bubble-<span class="hlt">inclusion</span> turbulence random collision, bubble-<span class="hlt">inclusion</span> turbulent shear collision, bubble-<span class="hlt">inclusion</span> buoyancy collision, <span class="hlt">inclusion</span> own floatation near slag-metal interface, bubble wake capture, and wall adhesion were investigated. The importance of different mechanisms and total <span class="hlt">inclusion</span> removal ratio under different conditions, and the distribution of <span class="hlt">inclusion</span> number densities in ladle, were discussed and clarified. The results show that at a low gas flow rate, the <span class="hlt">inclusion</span> growth is mainly attributed to both turbulent shear collision and Stokes collision, which is notably affected by the Stokes collision efficiency, and the <span class="hlt">inclusion</span> removal is mainly attributed to the bubble-<span class="hlt">inclusion</span> buoyancy collision and <span class="hlt">inclusion</span> own floatation near slag-metal interface. At a higher gas flow rate, the <span class="hlt">inclusions</span> appear as turbulence random motion in bubbly plume zone, and both the <span class="hlt">inclusion-inclusion</span> and <span class="hlt">inclusion</span>-bubble turbulent random collisions become</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007MMTA...38..781L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007MMTA...38..781L"><span>Periodic Inclusion—Matrix Microstructures with Constant Field <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>Liu, Liping; James, Richard D.; Leo, Perry H.</p> <p>2007-04-01</p> <p>We find a class of special microstructures consisting of a periodic array of <span class="hlt">inclusions</span>, with the special property that constant magnetization (or eigenstrain) of the <span class="hlt">inclusion</span> implies constant magnetic field (or strain) in the <span class="hlt">inclusion</span>. The resulting <span class="hlt">inclusions</span>, which we term E-<span class="hlt">inclusions</span>, have the same property in a finite periodic domain as ellipsoids have in infinite space. The E-<span class="hlt">inclusions</span> are found by mapping the magnetostatic or elasticity equations to a constrained minimization problem known as a free-boundary obstacle problem. By solving this minimization problem, we can construct families of E-<span class="hlt">inclusions</span> with any prescribed volume fraction between zero and one. In two dimensions, our results coincide with the microstructures first introduced by Vigdergauz,[1,2] while in three dimensions, we introduce a numerical method to calculate E-<span class="hlt">inclusions</span>. E-<span class="hlt">inclusions</span> extend the important role of ellipsoids in calculations concerning phase transformations and composite materials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/8566547','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/8566547"><span>In vitro folding of <span class="hlt">inclusion</span> body proteins.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rudolph, R; Lilie, H</p> <p>1996-01-01</p> <p>Insoluble, inactive <span class="hlt">inclusion</span> bodies are frequently formed upon recombinant protein production in transformed microorganisms. These <span class="hlt">inclusion</span> bodies, which contain the recombinant protein in an highly enriched form, can be isolated by solid/liquid separation. After solubilization, native proteins can be generated from the inactive material by using in vitro folding techniques. New folding procedures have been developed for efficient in vitro reconstitution of complex hydrophobic, multidomain, oligomeric, or highly disulfide-bonded proteins. These protocols take into account process parameters such as protein concentration, catalysis of disulfide bond formation, temperature, pH, and ionic strength, as well as specific solvent ingredients that reduce unproductive side reactions. Modification of the protein sequence has been exploited to improve in vitro folding.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19805422','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19805422"><span>Formalizing Darwinism and <span class="hlt">inclusive</span> fitness theory.</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>2009-11-12</p> <p><span class="hlt">Inclusive</span> fitness maximization is a basic building block for biological contributions to any theory of the evolution of society. There is a view in mathematical population genetics that nothing is caused to be maximized in the process of natural selection, but this is explained as arising from a misunderstanding about the meaning of fitness maximization. Current theoretical work on <span class="hlt">inclusive</span> fitness is discussed, with emphasis on the author's 'formal Darwinism project'. Generally, favourable conclusions are drawn about the validity of assuming fitness maximization, but the need for continuing work is emphasized, along with the possibility that substantive exceptions may be uncovered. The formal Darwinism project aims more ambitiously to represent in a formal mathematical framework the central point of Darwin's Origin of Species, that the mechanical processes of inheritance and reproduction can give rise to the appearance of design, and it is a fitting ambition in Darwin's bicentenary year to capture his most profound discovery in the lingua franca of science.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21430725','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21430725"><span>In defence of <span class="hlt">inclusive</span> fitness theory.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Herre, Edward Allen; Wcislo, William T</p> <p>2011-03-24</p> <p>Arising from M. A. Nowak, C. E. Tarnita & E. O. Wilson 466, 1057-1062 (2010); Nowak et al. reply. Arguably the defining characteristic of the scientific process is its capacity for self-criticism and correction. Nowak et al. challenge proposed connections between relatedness and the evolution of eusociality, suggest instead that defensible nests and "spring-loaded" traits are key, and present alternative modelling approaches. They then dismiss the utility of Hamilton's insight that relatedness has a profound evolutionary effect, formalized in his widely accepted <span class="hlt">inclusive</span> fitness theory as Hamilton's rule ("Rise and fall of <span class="hlt">inclusive</span> fitness theory"). However, we believe that Nowak et al. fail to make their case for logical, theoretical and empirical reasons.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28254353','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28254353"><span>Bacterial <span class="hlt">Inclusion</span> Bodies: Discovering Their Better Half.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rinas, Ursula; Garcia-Fruitós, Elena; Corchero, José Luis; Vázquez, Esther; Seras-Franzoso, Joaquin; Villaverde, Antonio</p> <p>2017-09-01</p> <p>Bacterial <span class="hlt">inclusion</span> bodies (IBs) are functional, non-toxic amyloids occurring in recombinant bacteria showing analogies with secretory granules of the mammalian endocrine system. The scientific interest in these mesoscale protein aggregates has been historically masked by their status as a hurdle in recombinant protein production. However, progressive understanding of how the cell handles the quality of recombinant polypeptides and the main features of their intriguing molecular organization has stimulated the interest in <span class="hlt">inclusion</span> bodies and spurred their use in diverse technological fields. The engineering and tailoring of IBs as functional protein particles for materials science and biomedicine is a good example of how formerly undesired bacterial byproducts can be rediscovered as promising functional materials for a broad spectrum of applications. Copyright © 2017 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016CSSE...11..293K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016CSSE...11..293K"><span><span class="hlt">Inclusive</span> science education: learning from Wizard</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koomen, Michele Hollingsworth</p> <p>2016-06-01</p> <p>This case study reports on a student with special education needs in an <span class="hlt">inclusive</span> seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the <span class="hlt">inclusion</span> is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhRvE..80a1910R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhRvE..80a1910R"><span>Structure and organization of nanosized-<span class="hlt">inclusion</span>-containing bilayer membranes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ren, Chun-Lai; Ma, Yu-Qiang</p> <p>2009-07-01</p> <p>Based on a considerable amount of experimental evidence for lateral organization of lipid membranes which share astonishingly similar features in the presence of different <span class="hlt">inclusions</span>, we use a hybrid self-consistent field theory (SCFT)/density-functional theory (DFT) approach to deal with bilayer membranes embedded by nanosized <span class="hlt">inclusions</span> and explain experimental findings. Here, the hydrophobic <span class="hlt">inclusions</span> are simple models of hydrophobic drugs or other nanoparticles for biomedical applications. It is found that lipid/<span class="hlt">inclusion</span>-rich domains are formed at moderate <span class="hlt">inclusion</span> concentrations and disappear with the increase in the concentration of <span class="hlt">inclusions</span>. At high <span class="hlt">inclusion</span> content, chaining of <span class="hlt">inclusions</span> occurs due to the effective depletion attraction between <span class="hlt">inclusions</span> mediated by lipids. Meanwhile, the increase in the concentration of <span class="hlt">inclusions</span> can also cause thickening of the membrane and the distribution of <span class="hlt">inclusions</span> undergoes a layering transition from one-layer structure located in the bilayer midplane to two-layer structure arranged into the two leaflets of a bilayer. Our theoretical predictions address the complex interactions between membranes and <span class="hlt">inclusions</span> suggesting a unifying mechanism which reflects the competition between the conformational entropy of lipids favoring the formation of lipid- and <span class="hlt">inclusion</span>-rich domains in lipids and the steric repulsion of <span class="hlt">inclusions</span> leading to the uniform dispersion.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70148465','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70148465"><span>Bursting the bubble of melt <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Lowenstern, Jacob B.</p> <p>2015-01-01</p> <p>Most silicate melt <span class="hlt">inclusions</span> (MI) contain bubbles, whose significance has been alternately calculated, pondered, and ignored, but rarely if ever directly explored. Moore et al. (2015) analyze the bubbles, as well as their host glasses, and conclude that they often hold the preponderance of CO2 in the MI. Their findings entreat future researchers to account for the presence of bubbles in MI when calculating volatile budgets, saturation pressures, and eruptive flux.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.nrel.gov/careers/inclusion-by-example-text.html','SCIGOVWS'); return false;" href="https://www.nrel.gov/careers/inclusion-by-example-text.html"><span><span class="hlt">Inclusion</span> in the Workplace - Text Version | NREL</span></a></p> <p><a target="_blank" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a></p> <p></p> <p></p> <p>is the text version for the <span class="hlt">Inclusion</span>: Leading by <em>Example</em> video. I'm Martin Keller. I'm the NREL lead by <em>example</em>. Because you know, it's interesting, in an all my professional careers I have seen this everybody from operations to HR to finance to <em>research</em>, that we are working together to advance the mission</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/22309134-optimal-control-evolution-mixed-variational-inclusions','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22309134-optimal-control-evolution-mixed-variational-inclusions"><span>Optimal Control of Evolution Mixed Variational <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Alduncin, Gonzalo, E-mail: alduncin@geofisica.unam.mx</p> <p>2013-12-15</p> <p>Optimal control problems of primal and dual evolution mixed variational <span class="hlt">inclusions</span>, in reflexive Banach spaces, are studied. The solvability analysis of the mixed state systems is established via duality principles. The optimality analysis is performed in terms of perturbation conjugate duality methods, and proximation penalty-duality algorithms to mixed optimality conditions are further presented. Applications to nonlinear diffusion constrained problems as well as quasistatic elastoviscoplastic bilateral contact problems exemplify the theory.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26118811','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26118811"><span>[<span class="hlt">Inclusion</span> - pediatric and adolescent psychiatry aspects].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Warnke, Andreas</p> <p>2015-07-01</p> <p>The Convention on the Rights of Persons with Disabilities became legally binding in Germany in March 2009. “Inclusion” is the major concept–all people with any kind of handicap must have the same rights to full and effective participation and <span class="hlt">inclusion</span> in society. Preceding <span class="hlt">inclusion</span> come adjustments in society with regard to ethical, legislative, administrative, conceptual, structural, economical, and thus also to healthcare-political frameworks, in order to make disabilities are as far as possible no longer a handicap in an individual’s everyday life. This review first outlines the present social status influencing the development of children, a child’s welfare, and especially the healthcare of children and adolescents with psychiatric disorders and conditions indicating barriers to <span class="hlt">inclusion</span>. It focuses on those articles of the UN convention which are relevant with regard to ethical attitude, epidemiology, healthcare framework, diagnostics, therapy, teaching, and research with respect to child and adolescent psychiatry. The analysis points to a significant backlog demand in child psychiatric healthcare, teaching, and research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15446609','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15446609"><span>Diversity: creating an environment of <span class="hlt">inclusiveness</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Swanson, Jane W</p> <p>2004-01-01</p> <p>Diversity is a concept that most organizations espouse but find challenging to put into practice. It is especially critical for healthcare organizations to be responsive in addressing issues of diversity related to not only employees but also clients. This article identifies the following 3 areas that must be addressed if an organization is to succeed in creating an environment where diversity and <span class="hlt">inclusiveness</span> are honored: (1) organizations and their leaders need to be aware of their reactions "those who are different" in their organization. This awareness is critical in identifying the underlying obstacles that prevent a truly <span class="hlt">inclusive</span> workplace; (2) organizations and their leaders need to be able to expand their perspectives allowing them to not only understand but appreciate others. These expanded perspectives can provide a potentially powerful tool for both problem solving and conflict resolution; (3) if organizations and their leaders are actively engaged in exploring options and are open to alternatives, they will find that they not only succeed in creating an environment of <span class="hlt">inclusiveness</span> but also are in a better position to meet the needs of employees, patients, and a multicultural society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA151250','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA151250"><span>Research in Energetic <span class="hlt">Compounds</span>.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1985-01-01</p> <p>CH 2 2 2 I R It has been reported, however, that the hydrolysis of dihalo hexane diepoxides yields the isomeric bicyclo[3.3.0]-2,6-dioxaoctanes 4...as model <span class="hlt">compounds</span>. Hexitols, such as D-mannitol, give high yields of 4,8-dihydroxybi- cyclor3.3.0]-2,6-dioxaoctane 4 by dehydration with...C (0.1 mm). Continued distillation resulted in violent exothermic decomposition . The distilled sample also decomposed within one day. This material</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24214851','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24214851"><span>Toxic <span class="hlt">compounds</span> in honey.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Islam, Md Nazmul; Khalil, Md Ibrahim; Islam, Md Asiful; Gan, Siew Hua</p> <p>2014-07-01</p> <p>There is a wealth of information about the nutritional and medicinal properties of honey. However, honey may contain <span class="hlt">compounds</span> that may lead to toxicity. A <span class="hlt">compound</span> not naturally present in honey, named 5-hydroxymethylfurfural (HMF), may be formed during the heating or preservation processes of honey. HMF has gained much interest, as it is commonly detected in honey samples, especially samples that have been stored for a long time. HMF is a <span class="hlt">compound</span> that may be mutagenic, carcinogenic and cytotoxic. It has also been reported that honey can be contaminated with heavy metals such as lead, arsenic, mercury and cadmium. Honey produced from the nectar of Rhododendron ponticum contains alkaloids that can be poisonous to humans, while honey collected from Andromeda flowers contains grayanotoxins, which can cause paralysis of limbs in humans and eventually leads to death. In addition, Melicope ternata and Coriaria arborea from New Zealand produce toxic honey that can be fatal. There are reports that honey is not safe to be consumed when it is collected from Datura plants (from Mexico and Hungary), belladonna flowers and Hyoscamus niger plants (from Hungary), Serjania lethalis (from Brazil), Gelsemium sempervirens (from the American Southwest), Kalmia latifolia, Tripetalia paniculata and Ledum palustre. Although the symptoms of poisoning due to honey consumption may differ depending on the source of toxins, most common symptoms generally include dizziness, nausea, vomiting, convulsions, headache, palpitations or even death. It has been suggested that honey should not be considered a completely safe food. Copyright © 2013 John Wiley & Sons, Ltd.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19870066154&hterms=plant+compounds&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dplant%2Bcompounds','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19870066154&hterms=plant+compounds&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dplant%2Bcompounds"><span><span class="hlt">Compound</span> cycle engine program</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bobula, G. A.; Wintucky, W. T.; Castor, J. G.</p> <p>1987-01-01</p> <p>The <span class="hlt">Compound</span> Cycle Engine (CCE) is a highly turbocharged, power <span class="hlt">compounded</span> power plant which combines the lightweight pressure rise capability of a gas turbine with the high efficiency of a diesel. When optimized for a rotorcraft, the CCE will reduce fuel burn for a typical 2 hr (plus 30 min reserve) mission by 30 to 40 percent when compared to a conventional advanced technology gas turbine. The CCE can provide a 50 percent increase in range-payload product on this mission. A program to establish the technology base for a <span class="hlt">Compound</span> Cycle Engine is presented. The goal of this program is to research and develop those technologies which are barriers to demonstrating a multicylinder diesel core in the early 1990's. The major activity underway is a three-phased contract with the Garrett Turbine Engine Company to perform: (1) a light helicopter feasibility study, (2) component technology development, and (3) lubricant and material research and development. Other related activities are also presented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19870002357','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19870002357"><span><span class="hlt">Compound</span> cycle engine program</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bobula, G. A.; Wintucky, W. T.; Castor, J. G.</p> <p>1986-01-01</p> <p>The <span class="hlt">Compound</span> Cycle Engine (CCE) is a highly turbocharged, power <span class="hlt">compounded</span> power plant which combines the lightweight pressure rise capability of a gas turbine with the high efficiency of a diesel. When optimized for a rotorcraft, the CCE will reduce fuel burned for a typical 2 hr (plus 30 min reserve) mission by 30 to 40 percent when compared to a conventional advanced technology gas turbine. The CCE can provide a 50 percent increase in range-payload product on this mission. A program to establish the technology base for a <span class="hlt">Compound</span> Cycle Engine is presented. The goal of this program is to research and develop those technologies which are barriers to demonstrating a multicylinder diesel core in the early 1990's. The major activity underway is a three-phased contract with the Garrett Turbine Engine Company to perform: (1) a light helicopter feasibility study, (2) component technology development, and (3) lubricant and material research and development. Other related activities are also presented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19850011129','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19850011129"><span>Interaction between a crack and a soft <span class="hlt">inclusion</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Xue-Hui, L.; Erdogan, F.</p> <p>1985-01-01</p> <p>With the application to weld defects in mind, the interaction problem between a planar-crack and a flat <span class="hlt">inclusion</span> in an elastic solid is considered. The elastic <span class="hlt">inclusion</span> is assumed to be sufficiently thin so that the thickness distribution of the stresses in the <span class="hlt">inclusion</span> may be neglected. The problem is reduced to a system of four integral equations having Cauchy-type dominant kernels. The stress intensity factors are calculated and tabulated for various crack-<span class="hlt">inclusion</span> geometries and the <span class="hlt">inclusion</span> to matrix modulus ratios, and for general homogeneous loadiong conditions away from the crack-<span class="hlt">inclusion</span> region.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140010586','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140010586"><span>Diversity in C-Xanes Spectra Obtained from Carbonaceous Solid <span class="hlt">Inclusions</span> from Monahans Halite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kebukawa, Y.; Zolensky, M. E.; Fries, M.; Kilcoyne, A. L. D.; Rahman, Z.; Cody, G. D.</p> <p>2014-01-01</p> <p>Monahans meteorite (H5) contains fluid <span class="hlt">inclusion</span>- bearing halite (NaCl) crystals [1]. Microthermometry and Raman spectroscopy showed that the fluid in the <span class="hlt">inclusions</span> is an aqueous brine and they were trapped near 25degC [1]. Their continued presence in the halite grains requires that their incorporation into the H chondrite asteroid was post metamorphism [2]. Abundant solid <span class="hlt">inclusions</span> are also present in the halites. The solid <span class="hlt">inclusions</span> include abundant and widely variable organics [2]. Analyses by Raman microprobe, SEM/EDX, synchrotron X-ray diffraction and TEM reveal that these grains include macromolecular carbon similar in structure to CV3 chondrite matrix carbon, aliphatic carbon <span class="hlt">compounds</span>, olivine (Fo99-59), high- and low-Ca pyroxene, feldspars, magnetite, sulfides, lepidocrocite, carbonates, diamond, apatite and possibly the zeolite phillipsite [3]. Here we report organic analyses of these carbonaceous residues in Monahans halite using C-, N-, and O- X-ray absorption near edge structure (XANES). Samples and Methods: Approximately 100 nm-thick sections were extracted with a focused ion beam (FIB) at JSC from solid <span class="hlt">inclusions</span> from Monahans halite. The sections were analyzed using the scanning transmission X-ray microscope (STXM) on beamline 5.3.2.2 at the Advanced Light Source, Lawrence Berkeley National Laboratory for XANES spectroscopy. Results and Discussion: C-XANES spectra of the solid <span class="hlt">inclusions</span> show micrometer-scale heterogeneity, indicating that the macromolecular carbon in the <span class="hlt">inclusions</span> have complex chemical variations. C-XANES features include 284.7 eV assigned to aromatic C=C, 288.4-288.8 eV assigned to carboxyl, and 290.6 eV assigned to carbonate. The carbonyl features obtained by CXANES might have been caused by the FIB used in sample preparation. No specific N-XANES features are observed. The CXANES spectra obtained from several areas in the FIB sections include type 1&2 chondritic IOM like, type 3 chondritic IOM like, and none of the above</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26005157','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26005157"><span>Water soluble biocompatible vesicles based on polysaccharides and oligosaccharides <span class="hlt">inclusion</span> complexes for carotenoid delivery.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Polyakov, Nikolay E; Kispert, Lowell D</p> <p>2015-09-05</p> <p>Since carotenoids are highly hydrophobic, air- and light-sensitive hydrocarbon <span class="hlt">compounds</span>, developing methods for increasing their bioavailability and stability towards irradiation and reactive oxygen species is an important goal. Application of <span class="hlt">inclusion</span> complexes of "host-guest" type with polysaccharides and oligosaccharides such as arabinogalactan, cyclodextrins and glycyrrhizin minimizes the disadvantages of carotenoids when these <span class="hlt">compounds</span> are used in food processing (colors and antioxidant capacity) as well as for production of therapeutic formulations. Cyclodextrin complexes which have been used demonstrated enhanced storage stability but suffered from poor solubility. Polysaccharide and oligosaccharide based <span class="hlt">inclusion</span> complexes play an important role in pharmacology by providing increased solubility and stability of lipophilic drugs. In addition they are used as drug delivery systems to increase absorption rate and bioavailability of the drugs. In this review we summarize the existing data on preparation methods, analysis, and chemical reactivity of carotenoids in <span class="hlt">inclusion</span> complexes with cyclodextrin, arabinogalactan and glycyrrhizin. It was demonstrated that incorporation of carotenoids into the "host" macromolecule results in significant changes in their physical and chemical properties. In particular, polysaccharide complexes show enhanced photostability of carotenoids in water solutions. A significant decrease in the reactivity towards metal ions and reactive oxygen species in solution was also detected. Copyright © 2015 Elsevier Ltd. All rights reserved.</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. (c) 2015 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/1355028-stable-compound-helium-sodium-high-pressure','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/1355028-stable-compound-helium-sodium-high-pressure"><span>A stable <span class="hlt">compound</span> of helium and sodium at high pressure</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Dong, Xiao; Oganov, Artem R.; Goncharov, Alexander F.</p> <p></p> <p>Helium is generally understood to be chemically inert and this is due to its extremely stable closed-shell electronic configuration, zero electron affinity and an unsurpassed ionization potential. It is not known to form thermodynamically stable <span class="hlt">compounds</span>, except a few <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. Here, using the ab initio evolutionary algorithm USPEX and subsequent high-pressure synthesis in a diamond anvil cell, we report the discovery of a thermodynamically stable <span class="hlt">compound</span> of helium and sodium, Na 2He, which has a fluorite-type structure and is stable at pressures >113 GPa. We show that the presence of He atoms causes strong electron localization and makes thismore » material insulating. This phase is an electride, with electron pairs localized in interstices, forming eight-centre two-electron bonds within empty Na 8 cubes. We also predict the existence of Na 2HeO with a similar structure at pressures above 15 GPa.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1357332','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1357332"><span>A stable <span class="hlt">compound</span> of helium and sodium at high pressure</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Dong, Xiao; Oganov, Artem R.; Goncharov, Alexander F.</p> <p></p> <p>Helium is generally understood to be chemically inert and this is due to its extremely stable closed-shell electronic configuration, zero electron affinity and an unsurpassed ionization potential. It is not known to form thermodynamically stable <span class="hlt">compounds</span>, except a few <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. Here, using the ab initio evolutionary algorithm USPEX and subsequent high-pressure synthesis in a diamond anvil cell, we report the discovery of a thermodynamically stable <span class="hlt">compound</span> of helium and sodium, Na 2He, which has a fluorite-type structure and is stable at pressures >113 GPa. We show that the presence of He atoms causes strong electron localization and makes thismore » material insulating. This phase is an electride, with electron pairs localized in interstices, forming eight-centre two-electron bonds within empty Na 8 cubes. As a result, we also predict the existence of Na 2HeO with a similar structure at pressures above 15 GPa.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1357332-stable-compound-helium-sodium-high-pressure','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1357332-stable-compound-helium-sodium-high-pressure"><span>A stable <span class="hlt">compound</span> of helium and sodium at high pressure</span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Dong, Xiao; Oganov, Artem R.; Goncharov, Alexander F.; ...</p> <p>2017-02-06</p> <p>Helium is generally understood to be chemically inert and this is due to its extremely stable closed-shell electronic configuration, zero electron affinity and an unsurpassed ionization potential. It is not known to form thermodynamically stable <span class="hlt">compounds</span>, except a few <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. Here, using the ab initio evolutionary algorithm USPEX and subsequent high-pressure synthesis in a diamond anvil cell, we report the discovery of a thermodynamically stable <span class="hlt">compound</span> of helium and sodium, Na 2He, which has a fluorite-type structure and is stable at pressures >113 GPa. We show that the presence of He atoms causes strong electron localization and makes thismore » material insulating. This phase is an electride, with electron pairs localized in interstices, forming eight-centre two-electron bonds within empty Na 8 cubes. As a result, we also predict the existence of Na 2HeO with a similar structure at pressures above 15 GPa.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhLB..456....1B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhLB..456....1B"><span>Event-by-event fluctuations and <span class="hlt">inclusive</span> distributions</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bialas, A.; Koch, V.</p> <p>1999-06-01</p> <p>Event-by-event observables are compared with conventional <span class="hlt">inclusive</span> measurements. We find that moments of event-by-event fluctuations are closely related to <span class="hlt">inclusive</span> correlation functions. Implications for upcoming heavy ion experiments are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pedagogy&pg=7&id=EJ1154031','ERIC'); return false;" href="https://eric.ed.gov/?q=pedagogy&pg=7&id=EJ1154031"><span>How Do You Achieve <span class="hlt">Inclusive</span> Excellence in 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>Considine, Jennifer R.; Mihalick, Jennifer E.; Mogi-Hein, Yoko R.; Penick-Parks, Marguerite W.; Van Auken, Paul M.</p> <p>2017-01-01</p> <p>This chapter identifies pedagogical strategies promoting equity for all students. Historical roots of <span class="hlt">Inclusive</span> Excellence (IE), theories surrounding IE, and ways to affirm student identity are described, as well as factors that may interfere with the adoption of <span class="hlt">inclusive</span> pedagogy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ghr.nlm.nih.gov/condition/familial-encephalopathy-with-neuroserpin-inclusion-bodies','NIH-MEDLINEPLUS'); return false;" href="https://ghr.nlm.nih.gov/condition/familial-encephalopathy-with-neuroserpin-inclusion-bodies"><span>Genetics Home Reference: familial encephalopathy with neuroserpin <span class="hlt">inclusion</span> bodies</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Home Health Conditions FENIB Familial encephalopathy with neuroserpin <span class="hlt">inclusion</span> bodies Printable PDF Open All Close All Enable ... expand/collapse boxes. Description Familial encephalopathy with neuroserpin <span class="hlt">inclusion</span> bodies ( FENIB ) is a disorder that causes progressive ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25059558','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25059558"><span>Suddenly included: cultural differences in experiencing re-<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>Pfundmair, Michaela; Graupmann, Verena; Du, Hongfei; Frey, Dieter; Aydin, Nilüfer</p> <p>2015-03-01</p> <p>In the current research, we examined whether re-<span class="hlt">inclusion</span> (i.e. the change from a previous state of exclusion to a new state of <span class="hlt">inclusion</span>) was perceived differently by people with individualistic and collectivistic cultural backgrounds. Individualists (German and Austrian participants) but not collectivists (Chinese participants) experienced re-<span class="hlt">inclusion</span> differently than continued <span class="hlt">inclusion</span>: While collectivistic participants did not differentiate between both kinds of <span class="hlt">inclusion</span>, individualistic participants showed reduced fulfilment of their psychological needs under re-<span class="hlt">inclusion</span> compared to continued <span class="hlt">inclusion</span>. The results moreover revealed that only participants from individualistic cultures expressed more feelings of exclusion when re-included than when continually included. These exclusionary feelings partially mediated the relationship between the different states of <span class="hlt">inclusion</span> and basic need fulfilment. © 2014 International Union of Psychological Science.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28660642','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28660642"><span>Towards <span class="hlt">inclusive</span> occupational therapy: Introducing the CORE approach for <span class="hlt">inclusive</span> and occupation-focused practice.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pereira, Robert B</p> <p>2017-12-01</p> <p>Occupation is a human right and a social determinant of health. It is also taken for granted. Having access to, and participating in, occupation, is intricately linked to positive health and wellbeing. Despite theory and evidence to support the link between occupation, health and wellbeing, occupational therapists can struggle with applying an occupation focus in practice and knowing how to use occupational frameworks to enable occupation. The purpose of this paper is to introduce the Capabilities, Opportunities, Resources and Environments (CORE) approach for <span class="hlt">inclusive</span> and occupation-focused practice. It provides occupational therapists with a means of operationalising occupational enablement and facilitating social <span class="hlt">inclusion</span>. The CORE approach is introduced by linking its main ideas to Economist and Nobel Prize Laureate Amartya Sen's capabilities approach, as well as findings from the author's doctoral research into entrenched disadvantage and social <span class="hlt">inclusion</span>. Practical questions guided by the CORE approach's acronym are given to explore how the approach can be utilised alongside other occupational models and frameworks to encourage strategies for effective enablement through occupation for social <span class="hlt">inclusion</span>. As experts in enabling occupation, occupational therapists can use the CORE approach to design occupation-focused interventions and promote <span class="hlt">inclusive</span> occupational therapy. © 2017 Occupational Therapy Australia.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20100019623','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20100019623"><span>Offset <span class="hlt">Compound</span> Gear Drive</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Stevens, Mark A.; Handschuh, Robert F.; Lewicki, David G.</p> <p>2010-01-01</p> <p>The Offset <span class="hlt">Compound</span> Gear Drive is an in-line, discrete, two-speed device utilizing a special offset <span class="hlt">compound</span> gear that has both an internal tooth configuration on the input end and external tooth configuration on the output end, thus allowing it to mesh in series, simultaneously, with both a smaller external tooth input gear and a larger internal tooth output gear. This unique geometry and offset axis permits the <span class="hlt">compound</span> gear to mesh with the smaller diameter input gear and the larger diameter output gear, both of which are on the same central, or primary, centerline. This configuration results in a compact in-line reduction gear set consisting of fewer gears and bearings than a conventional planetary gear train. Switching between the two output ratios is accomplished through a main control clutch and sprag. Power flow to the above is transmitted through concentric power paths. Low-speed operation is accomplished in two meshes. For the purpose of illustrating the low-speed output operation, the following example pitch diameters are given. A 5.0 pitch diameter (PD) input gear to 7.50 PD (internal tooth) intermediate gear (0.667 reduction mesh), and a 7.50 PD (external tooth) intermediate gear to a 10.00 PD output gear (0.750 reduction mesh). Note that it is not required that the intermediate gears on the offset axis be of the same diameter. For this example, the resultant low-speed ratio is 2:1 (output speed = 0.500; product of stage one 0.667 reduction and stage two 0.750 stage reduction). The design is not restricted to the example pitch diameters, or output ratio. From the output gear, power is transmitted through a hollow drive shaft, which, in turn, drives a sprag during which time the main clutch is disengaged.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/868475','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/868475"><span>Boronated porphyrin <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Kahl, Stephen B.; Koo, Myoung-Seo</p> <p>1992-01-01</p> <p>A <span class="hlt">compound</span> is described having the structure ##STR1## where R preferably is ##STR2## and most preferably R.sup.3 is a closo-carborane and R.sup.2 is --H, an alkyl or aryl having 1 to about 7 carbon atoms, This invention was made with Government support under NIH Grant No. CA-37961 awarded by the Department of Health and Human Services and under the Associated Universities Inc. Contract No. De-AC02-76CH00016 with the U.S. Department of Energy. The Government has rights in this invention.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/7309286','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/biblio/7309286"><span>Boronated porphyrin <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Kahl, S.B.; Koo, M.S.</p> <p>1992-09-22</p> <p>A <span class="hlt">compound</span> is described having the structure ##STR1## where R preferably is ##STR2## and most preferably R.sup.3 is a closo-carborane and R.sup.2 is --H, an alkyl or aryl having 1 to about 7 carbon atoms, This invention was made with Government support under NIH Grant No. CA-37961 awarded by the Department of Health and Human Services and under the Associated Universities Inc. Contract No. De-AC02-76CH00016 with the U.S. Department of Energy. The Government has rights in this invention.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3652302','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3652302"><span>Immunomodulating <span class="hlt">compounds</span> in Basidiomycetes</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Mizuno, Masashi; Nishitani, Yosuke</p> <p>2013-01-01</p> <p>Mushrooms are distinguished as important food containing immunomodulating and anticancer agents. These <span class="hlt">compounds</span> belong mostly to polysaccharides especially β-d-glucans. Among them, β-1,3-glucan with side chain β-1,6-glucose residues have more important roles in immunomodulating and antitumor activities. In this review, we have introduced polysaccharide mainly from Lentinula edodes and Agaricus blazei Murill with immunomodulating and antitumor activities. In addition, the mechanism of activation of immune response and signal cascade are also reviewed. PMID:23704809</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/913446','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/913446"><span>Titanium alkoxide <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Boyle, Timothy J [Albuquerque, NM</p> <p>2007-08-14</p> <p>A titanium alkoxide composition is provided, as represented by the chemical formula (OC.sub.6H.sub.5N).sub.2Ti(OC.sub.6H.sub.5NH.sub.2).sub.2. As prepared, the <span class="hlt">compound</span> is a crystalline substance with a hexavalent titanium atom bonded to two OC.sub.6H.sub.5NH.sub.2 groups and two OC.sub.6H.sub.5N groups with a theoretical molecular weight of 480.38, comprising 60.01% C, 5.04% H and 11.66% N.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28846623','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28846623"><span>Antifouling <span class="hlt">Compounds</span> from Marine Invertebrates.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Qi, Shu-Hua; Ma, Xuan</p> <p>2017-08-28</p> <p>In this review, a comprehensive overview about the antifouling <span class="hlt">compounds</span> from marine invertebrates is described. In total, more than 198 antifouling <span class="hlt">compounds</span> have been obtained from marine invertebrates, specifically, sponges, gorgonian and soft corals.</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('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5618402','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5618402"><span>Antifouling <span class="hlt">Compounds</span> from Marine Invertebrates</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Qi, Shu-Hua; Ma, Xuan</p> <p>2017-01-01</p> <p>In this review, a comprehensive overview about the antifouling <span class="hlt">compounds</span> from marine invertebrates is described. In total, more than 198 antifouling <span class="hlt">compounds</span> have been obtained from marine invertebrates, specifically, sponges, gorgonian and soft corals. PMID:28846623</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20623255','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20623255"><span>Bilingual reading of <span class="hlt">compound</span> words.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ko, In Yeong; Wang, Min; Kim, Say Young</p> <p>2011-02-01</p> <p>The present study investigated whether bilingual readers activate constituents of <span class="hlt">compound</span> words in one language while processing <span class="hlt">compound</span> words in the other language via decomposition. Two experiments using a lexical decision task were conducted with adult Korean-English bilingual readers. In Experiment 1, the lexical decision of real English <span class="hlt">compound</span> words was more accurate when the translated <span class="hlt">compounds</span> (the combination of the translation equivalents of the constituents) in Korean (the nontarget language) were real words than when they were nonwords. In Experiment 2, when the frequency of the second constituents of <span class="hlt">compound</span> words in English (the target language) was manipulated, the effect of lexical status of the translated <span class="hlt">compounds</span> was greater on the <span class="hlt">compounds</span> with high-frequency second constituents than on those with low-frequency second constituents in the target language. Together, these results provided evidence for morphological decomposition and cross-language activation in bilingual reading of <span class="hlt">compound</span> words.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29596700','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29596700"><span>Creating LGBTQ-<span class="hlt">Inclusive</span> Care and Work Environments.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jones-Schenk, Jan</p> <p>2018-04-01</p> <p>In considering the full depth of <span class="hlt">inclusion</span> in care and work environments (and developing <span class="hlt">inclusive</span> engagement skills for lesbian, gay, bisexual, transgender, queer or questioning [LGBTQ] patients and their families), professional development leaders must bring these discussions and shared learnings into the open. Understanding the LGBTQ population's unique needs is essential to providing personalized health care, and <span class="hlt">inclusive</span> work environments help to foster more <span class="hlt">inclusive</span> care for this population. J Contin Educ Nurs. 2018;49(4):151-153. Copyright 2018, SLACK Incorporated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED21D0799N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED21D0799N"><span>Intersectionality as a Framework for <span class="hlt">Inclusive</span> Environments</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nunez, A. M.</p> <p>2016-12-01</p> <p>To create more <span class="hlt">inclusive</span> environments for the advancement of scientific inquiry, it is critical to consider the role of intersectionality. Originating in activism and legal scholarship grounded in the realities of women of color, the concept of intersectionality emphasizes how societal power dynamics shape the differential construction of life opportunities of diverse demographic groups across a variety of social identities, contexts, and historical conditions. Importantly, intersectionality also recognizes that individuals can simultaneously hold privileged and marginalized identities. For example, while white women scientists are less represented in leadership and decision-making positions than their male counterparts, but they typically do not experience the marginalization of being mistaken for cleaning staff at their institutions, as many African American and Latina scientists report. Thus, white women are relatively privileged in this context. This case and national survey data demonstrate the critical importance of recognizing that the intersection of racial and gender identities creates complex and multi-faceted challenges for diverse women scientists in navigating the organizational culture of science. Educational research indicates that interventions seeking to create more <span class="hlt">inclusivity</span> in science should take into account the relationships between various social identities, contexts, and broader historical conditions that affect the advancement of historically underrepresented minority groups. Therefore, this presentation will provide a conceptual framework of intersectionality to guide interventions to encourage all scientists to recognize the distinctive intellectual and social contributions of those from diverse gender, race, class, disability, sexual orientation, and other identity backgrounds. It will also address how this framework can be applied to develop programs, policies, and practices that transform organizational cultures to be more <span class="hlt">inclusive</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/863869','DOE-PATENT-XML'); return false;" href="https://www.osti.gov/servlets/purl/863869"><span>Semiconducting glasses with flux pinning <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Johnson, William L.; Poon, Siu-Joe; Duwez, Pol E.</p> <p>1981-01-01</p> <p>A series of amorphous superconducting glassy alloys containing 1% to 10% by volume of flux pinning crystalline <span class="hlt">inclusions</span> have been found to have potentially useful properties as high field superconducting magnet materials. The alloys are prepared by splat cooling by the piston and anvil technique. The alloys have the composition (TM).sub.90-70 (M).sub.10-30 where TM is a transition metal selected from at least one metal of Groups IVB, VB, VIB, VIIB or VIIIB of the Periodic Table such as Nb, Mo, Ru, Zr, Ta, W or Re and M is at least one metalloid such as B, P, C, N, Si, Ge or Al.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=relationship+AND+cost+AND+leadership+AND+strategy&pg=3&id=EJ582505','ERIC'); return false;" href="https://eric.ed.gov/?q=relationship+AND+cost+AND+leadership+AND+strategy&pg=3&id=EJ582505"><span>Involving Building Administrators in Planning for <span class="hlt">Inclusive</span> Educational Programs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morgan, Carl R.; Demchak, Mary Ann</p> <p>1998-01-01</p> <p>School administrators must provide leadership in implementing <span class="hlt">inclusive</span> education by taking ownership of <span class="hlt">inclusive</span> programs; becoming informed; and promoting open communication between parents, teachers, and board members. Strategies for implementing <span class="hlt">inclusive</span> programs must consider roles of general- and special-education teachers, administrators,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reggio+AND+Emilia&pg=7&id=EJ670164','ERIC'); return false;" href="https://eric.ed.gov/?q=reggio+AND+Emilia&pg=7&id=EJ670164"><span>The Reggio Emilia Approach and <span class="hlt">Inclusive</span> Early Childhood Programs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vakil, Shernavaz; Freeman, Ramona; Swim, Terry Jo</p> <p>2003-01-01</p> <p>Discusses benefits of <span class="hlt">inclusion</span> in preschool and compares educational practices of high-quality <span class="hlt">inclusive</span> preschools in the United States with those characterizing the Reggio Emilia approach. Offers recommendations for better serving children with special needs in <span class="hlt">inclusive</span> settings, including viewing teachers as researchers, and using…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledge+AND+bases&pg=5&id=EJ997561','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledge+AND+bases&pg=5&id=EJ997561"><span>What Are Schools Looking for in New, <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>Sokal, Laura</p> <p>2012-01-01</p> <p>Focus groups were conducted in four school divisions in central Canada in order to determine whether <span class="hlt">inclusive</span> educators in schools could identify the knowledge base, skills set, and attitudes desirable in new <span class="hlt">inclusive</span> teachers. Participants failed to identify an essential knowledge base for <span class="hlt">inclusive</span> educators. Findings indicated that a focus on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol1/pdf/CFR-2012-title40-vol1-sec35-533.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol1/pdf/CFR-2012-title40-vol1-sec35-533.pdf"><span>40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant are...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol1/pdf/CFR-2014-title40-vol1-sec35-133.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol1/pdf/CFR-2014-title40-vol1-sec35-133.pdf"><span>40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title26-vol14/pdf/CFR-2012-title26-vol14-sec26-2642-1.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title26-vol14/pdf/CFR-2012-title26-vol14-sec26-2642-1.pdf"><span>26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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 <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined by...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol1/pdf/CFR-2014-title40-vol1-sec35-533.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol1/pdf/CFR-2014-title40-vol1-sec35-533.pdf"><span>40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant are...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol1/pdf/CFR-2013-title40-vol1-sec35-533.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol1/pdf/CFR-2013-title40-vol1-sec35-533.pdf"><span>40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant are...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol1/pdf/CFR-2013-title40-vol1-sec35-133.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol1/pdf/CFR-2013-title40-vol1-sec35-133.pdf"><span>40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title26-vol14/pdf/CFR-2013-title26-vol14-sec26-2642-1.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title26-vol14/pdf/CFR-2013-title26-vol14-sec26-2642-1.pdf"><span>26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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 <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined by...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol1/pdf/CFR-2012-title40-vol1-sec35-133.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol1/pdf/CFR-2012-title40-vol1-sec35-133.pdf"><span>40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title26-vol14/pdf/CFR-2014-title26-vol14-sec26-2642-1.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title26-vol14/pdf/CFR-2014-title26-vol14-sec26-2642-1.pdf"><span>26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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 <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined by...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1048067.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1048067.pdf"><span>Leadership for All Students: Planning for More <span class="hlt">Inclusive</span> School Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, William R.; Simon, Marsha D.</p> <p>2014-01-01</p> <p>Educational policies and leadership practice has evolved to support efforts for <span class="hlt">inclusive</span> education for students with disabilities. This article focuses on how leaders support and develop <span class="hlt">inclusive</span> practices for students with disability through engaging institutional norms and inertia; developing <span class="hlt">inclusive</span> practice as a planned organization-wide…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=thinking+AND+political+AND+psychology&pg=3&id=EJ965892','ERIC'); return false;" href="https://eric.ed.gov/?q=thinking+AND+political+AND+psychology&pg=3&id=EJ965892"><span><span class="hlt">Inclusive</span> Education, Exclusion and Difficult Difference: A Call for Humanity?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rogers, Chrissie</p> <p>2012-01-01</p> <p>This article presents the author's review of three books: (1) "The irregular school: exclusion, schooling and <span class="hlt">inclusive</span> education," by Roger Slee; (2) "Confronting obstacles to <span class="hlt">inclusion</span>: international responses to developing <span class="hlt">inclusive</span> education," edited by Richard Rose; and (3) ""Hanging in with the kids" in tough times: engagement in contexts of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=basic+AND+mechanics&pg=6&id=EJ550652','ERIC'); return false;" href="https://eric.ed.gov/?q=basic+AND+mechanics&pg=6&id=EJ550652"><span>Key Questions Related To Building Collaborative and <span class="hlt">Inclusive</span> Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Idol, Lorna</p> <p>1997-01-01</p> <p>Provides 15 key questions that educators should consider in developing collaborative and <span class="hlt">inclusive</span> schools. The questions are organized into three categories: general and philosophical questions pertaining to <span class="hlt">inclusion</span>, questions about the basic mechanics of developing <span class="hlt">inclusion</span> programs, and questions about the practical 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_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('https://eric.ed.gov/?q=Strategic+AND+Management+AND+Theory&pg=6&id=EJ959751','ERIC'); return false;" href="https://eric.ed.gov/?q=Strategic+AND+Management+AND+Theory&pg=6&id=EJ959751"><span>Trekking Back to Mainstream for <span class="hlt">Inclusive</span> Education, Is It There?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kalenga, Rosemary Chimbala; Fourie, Elsa</p> <p>2012-01-01</p> <p>This paper explores the ecosystemic management strategies for <span class="hlt">inclusive</span> schools due to challenges faced by the schools in the mainstream school where learners from the specialised institutions are referred back to mainstream for <span class="hlt">inclusive</span> education. Ecosystemic perspective on <span class="hlt">inclusive</span> education, ecological theories and systems theories underpin…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10746966','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10746966"><span>Intranuclear <span class="hlt">inclusions</span> of meningioma associated with abnormal cytoskeletal protein expression.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yoshida, T; Hirato, J; Sasaki, A; Yokoo, H; Nakazato, Y; Kurachi, H</p> <p>1999-01-01</p> <p>We describe a case of meningothelial meningioma with a large number of intranuclear <span class="hlt">inclusions</span>. Morphologically, these are divided into cytoplasmic <span class="hlt">inclusions</span> and nuclear vacuoles. The cytoplasmic <span class="hlt">inclusion</span> has a limiting membrane with cell organelles and filaments. <span class="hlt">Inclusions</span> of this type are generally eosinophilic, like the cytoplasm. However, there are many <span class="hlt">inclusions</span> that are more eosinophilic than the cytoplasm or that have a ground-glass appearance. Some of them may contain fine or coarse granules. On the other hand, the nuclear vacuole lacks a limiting membrane and appears empty. In most of the <span class="hlt">inclusions</span> of this type, there is a faintly basophilic substance in the margin. Generally, the cytoplasmic <span class="hlt">inclusions</span> are as immunopositive as cytoplasm with vimentin, but some of these cytoplasmic <span class="hlt">inclusions</span> are more reactive. Under the electron microscope, abnormal aggregation of intermediate filaments is recognized in the cytoplasmic <span class="hlt">inclusions</span>. It is considered that a strong reaction of cytoplasmic <span class="hlt">inclusions</span> with vimentin immunostaining is due to abnormal aggregation of intermediate filaments. The present study distinctly demonstrates abnormal localization of intermediate filaments in the cytoplasmic <span class="hlt">inclusions</span>, and it is suggested that the cytoskeleton participates in the evolution of the cytoplasmic <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=evidence+AND+intelligent+AND+design&pg=2&id=EJ904138','ERIC'); return false;" href="https://eric.ed.gov/?q=evidence+AND+intelligent+AND+design&pg=2&id=EJ904138"><span><span class="hlt">Inclusive</span> Education and Students without Special Educational Needs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ruijs, Nienke M.; Van der Veen, Ineke; Peetsma, Thea T. D.</p> <p>2010-01-01</p> <p>Background: In the debate on <span class="hlt">inclusive</span> education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in <span class="hlt">inclusive</span> and non-<span class="hlt">inclusive</span> classes. For example, the neutral results that are often found in earlier research could be caused by positive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education&pg=3&id=EJ1124127','ERIC'); return false;" href="https://eric.ed.gov/?q=education&pg=3&id=EJ1124127"><span><span class="hlt">Inclusive</span> Education in Higher Education: Challenges and Opportunities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moriña, Anabel</p> <p>2017-01-01</p> <p>Implementing the principles of <span class="hlt">inclusive</span> education within higher education can be challenging. <span class="hlt">Inclusive</span> education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards <span class="hlt">inclusive</span> practices…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+perception+AND+theory&id=EJ1121764','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+perception+AND+theory&id=EJ1121764"><span>Pre-Service Teachers' Perceptions of Self as <span class="hlt">Inclusive</span> 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>Tangen, Donna; Beutel, Denise</p> <p>2017-01-01</p> <p>Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident <span class="hlt">inclusive</span> educators. Seeking to understand pre-service teachers' current perceptions of diversity and <span class="hlt">inclusion</span>, and how they perceived themselves as future <span class="hlt">inclusive</span> educators, this qualitative study employed inductive analysis…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=features+AND+Research+AND+qualitative&pg=3&id=EJ1002317','ERIC'); return false;" href="https://eric.ed.gov/?q=features+AND+Research+AND+qualitative&pg=3&id=EJ1002317"><span>Teacher Perspectives on <span class="hlt">Inclusive</span> Education in Rural Alberta, Canada</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGhie-Richmond, Donna; Irvine, Angela; Loreman, Tim; Cizman, Juna Lea; Lupart, Judy</p> <p>2013-01-01</p> <p>The results of 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative interviews examining teachers' perspectives regarding <span class="hlt">inclusion</span> in a rural school district are reported. Four features of <span class="hlt">inclusive</span> education from the perspective of teachers are elaborated: (1) attitudes toward <span class="hlt">inclusion</span>; (2) supportive communication and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-133.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-133.pdf"><span>40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-533.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-533.pdf"><span>40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant are...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-1.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-1.pdf"><span>26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... 26 Internal Revenue 14 2011-04-01 2010-04-01 true <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined by...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hodge&pg=2&id=EJ1018457','ERIC'); return false;" href="https://eric.ed.gov/?q=hodge&pg=2&id=EJ1018457"><span>Teachers' Perceptions, Teaching Practices, and Learning Opportunities 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>Ko, Bomna; Boswell, Boni</p> <p>2013-01-01</p> <p>Lack of expertise of general physical educators relative to teaching students with disabilities in <span class="hlt">inclusive</span> general physical education (GPE) has been identified as a major challenge affecting the implementation of <span class="hlt">inclusion</span> in the United States (Block & Obrusnikova, 2007). Several studies indicated that insufficient <span class="hlt">inclusion</span> training (Hodge,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ847471.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ847471.pdf"><span>Examining Teachers' Concerns and Attitudes to <span class="hlt">Inclusive</span> Education in Ghana</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Agbenyega, Joseph</p> <p>2007-01-01</p> <p>This paper reports on a study that examined teachers' concerns and attitude toward <span class="hlt">inclusive</span> education of students with disabilities in Ghana. A 20 item Attitudes Toward <span class="hlt">Inclusion</span> in Africa Scale (ATIAS) was completed by 100 teachers from five "<span class="hlt">Inclusive</span> Project" schools and five Non-Project coeducational basic schools in three different…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED501775.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED501775.pdf"><span><span class="hlt">Inclusion</span>: The Pros and Cons--A Critical Review</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Savich, Carl</p> <p>2008-01-01</p> <p>The purpose of this paper was to review, analyze, and critique the pros and cons, the advantages and disadvantages, of <span class="hlt">inclusion</span>. The methodology consisted in analyzing and comparing research findings on the benefits and costs of <span class="hlt">inclusion</span>. Federal legislation and regulations on <span class="hlt">inclusion</span> were examined, analyzed, and discussed. The results showed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+education&pg=2&id=EJ1109218','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=2&id=EJ1109218"><span><span class="hlt">Inclusive</span> Education National Research Advocacy Agenda: A Call to Action</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morningstar, Mary E.; Allcock, Heather C.; White, Julia M.; Taub, Deborah; Kurth, Jennifer A.; Gonsier-Gerdin, Jean; Ryndak, Diane L.; Sauer, Janet; Jorgensen, Cheryl M.</p> <p>2016-01-01</p> <p>The TASH <span class="hlt">Inclusive</span> Education National Committee responded to Horner and Dunlap's call to ensure that future research integrates <span class="hlt">inclusive</span> values with strong science by developing an <span class="hlt">inclusive</span> education national research advocacy agenda. Qualitative methods were implemented to answer three questions: (a) "What is the state of inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusive+AND+education&pg=4&id=EJ1121149','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusive+AND+education&pg=4&id=EJ1121149"><span>Communicative Approach to <span class="hlt">Inclusive</span> Education in Pre-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>Kraukle, Sandra</p> <p>2015-01-01</p> <p>The understanding of the basic principles of <span class="hlt">inclusive</span> education motivates the <span class="hlt">inclusion</span> of children with special needs in general education schools. The paper presents the process of implementing <span class="hlt">inclusive</span> education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=effects+AND+cartoons+AND+children%2c&pg=6&id=ED183292','ERIC'); return false;" href="https://eric.ed.gov/?q=effects+AND+cartoons+AND+children%2c&pg=6&id=ED183292"><span>Class <span class="hlt">Inclusion</span> and Role-Taking: Structural Mediation.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gash, Hugh</p> <p></p> <p>The mediational linkage between class <span class="hlt">inclusion</span> and role-taking skills was investigated by studying the effects of a successive perspective-taking training technique on the consolidation of class <span class="hlt">inclusion</span> structures. Sixty preoperational Irish boys were given two pretest measures of class <span class="hlt">inclusion</span> and two of role-taking. They were then grouped…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED370928.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED370928.pdf"><span>Teachers' Views of <span class="hlt">Inclusion</span>: "I'd Rather Pump Gas."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vaughn, Sharon; And Others</p> <p></p> <p>The issue of <span class="hlt">inclusion</span> has been at the forefront of attention in education, and has been widely discussed and debated. Since teachers will be the primary service deliverers of whatever <span class="hlt">inclusion</span> practices are adopted, this study was conducted in an attempt better to understand teachers' understanding and perceptions of <span class="hlt">inclusion</span>. Focus group…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+inclusive&pg=5&id=EJ1032781','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+inclusive&pg=5&id=EJ1032781"><span>Statistical Trends and Developments within <span class="hlt">Inclusive</span> Education in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cakiroglu, Orhan; Melekoglu, Macid Ayhan</p> <p>2014-01-01</p> <p>The education of students with special needs in an <span class="hlt">inclusive</span> environment is becoming more widespread throughout the world. Similarly, in Turkey, the <span class="hlt">inclusion</span> of students with disabilities has also improved. However, current statistical trends and developments within <span class="hlt">inclusive</span> education are not well known. The purpose of this study is to provide a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1055217.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1055217.pdf"><span>A Perspective of <span class="hlt">Inclusion</span>: Challenges for the Future</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Braunsteiner, Maria-Luise; Mariano-Lapidus, Susan</p> <p>2014-01-01</p> <p>The term, "<span class="hlt">inclusion</span>," particularly in the educational setting, is still based on a deficit view. Perceptions of "dis"-ability create barriers to true <span class="hlt">inclusion</span> and are often reinforced through higher education training programs. To promote <span class="hlt">inclusive</span> values, acceptance of individual and cultural differences must be included in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Koontz&pg=2&id=ED401682','ERIC'); return false;" href="https://eric.ed.gov/?q=Koontz&pg=2&id=ED401682"><span><span class="hlt">Inclusive</span> Education: Practical Implementation of the Least Restrictive Environment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Power-deFur, Lissa A.; Orelove, Fred P.</p> <p></p> <p>The 19 chapters of this book address theoretical and practical aspects of the development and implementation of <span class="hlt">inclusive</span> education programs. Chapter titles and authors are: (1) "<span class="hlt">Inclusive</span> Education: The Past, Preset, and Future" (Lissa A. Power-deFur and Fred P. Orelove); (2) "<span class="hlt">Inclusion</span> and School Restructuring: Meeting the Needs of All Children"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=6&id=EJ667928','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+disability+AND+inclusion+AND+canada&pg=6&id=EJ667928"><span>Developing Theories and Practices of <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>Slee, Roger</p> <p>2002-01-01</p> <p>This article explores tensions between a general theory of <span class="hlt">inclusive</span> education and those policies directed toward the schooling of students with disabilities. It examines theories of <span class="hlt">inclusive</span> education, highlights tensions in the field of <span class="hlt">inclusive</span> education, discusses these tensions as they are played out in Australia, and makes suggestions.…</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('https://eric.ed.gov/?q=viet+AND+nam&pg=2&id=EJ672989','ERIC'); return false;" href="https://eric.ed.gov/?q=viet+AND+nam&pg=2&id=EJ672989"><span><span class="hlt">Inclusion</span> in Viet Nam: More than a Decade of Implementation.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Villa, Richard A.; Tac, Le Van; Muc, Pham Minh; Ryan, Susan; Thuy, Nguyen Thi Minh; Weill, Cindy; Thousand, Jacqueline S.</p> <p>2003-01-01</p> <p>This article traces the evolution of special education policies and services and the introduction of <span class="hlt">inclusive</span> education as a service delivery model in Viet Nam. The impact of a series of <span class="hlt">inclusion</span> projects and resultant goals of the Ministry of Education and Training to expand <span class="hlt">inclusive</span> education are described. (Contains 8 references.) (Author/CR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=product+AND+differentiation&pg=7&id=ED547567','ERIC'); return false;" href="https://eric.ed.gov/?q=product+AND+differentiation&pg=7&id=ED547567"><span>A Conceptual Analysis of Key Concepts in <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Boston-Kemple, Thomas Ernest</p> <p>2012-01-01</p> <p>The concepts of an <span class="hlt">inclusive</span> classroom, <span class="hlt">inclusion</span>, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of "an <span class="hlt">inclusive</span> classroom,"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=theory+AND+building&pg=7&id=EJ1095064','ERIC'); return false;" href="https://eric.ed.gov/?q=theory+AND+building&pg=7&id=EJ1095064"><span>Modelling <span class="hlt">Inclusive</span> Special Needs Education: Insights from Dutch Secondary Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M.</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> special needs education is prominent on the international education agenda. Research on the characteristics of <span class="hlt">inclusive</span> education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to <span class="hlt">inclusive</span> special needs education. On the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion&id=EJ1056800','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&id=EJ1056800"><span>Educational <span class="hlt">Inclusion</span> in England: Origins, Perspectives and Current Directions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lauchlan, Fraser; Greig, Susan</p> <p>2015-01-01</p> <p>In this paper we examine different aspects of the <span class="hlt">inclusion</span> debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the <span class="hlt">inclusion</span> agenda over the last decade: should effective <span class="hlt">inclusion</span> be considered only as placement in mainstream school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-533.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-533.pdf"><span>40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant are...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-133.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-133.pdf"><span>40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in a...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Chris+AND+Brown&pg=6&id=EJ1164537','ERIC'); return false;" href="https://eric.ed.gov/?q=Chris+AND+Brown&pg=6&id=EJ1164537"><span>Implementation of a Post-Secondary <span class="hlt">Inclusive</span> Recreation Program</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, Chris; Johnson, John David; Elsawy, Ibrahim Z.</p> <p>2017-01-01</p> <p>As individuals with intellectual or developmental disabilities become increasingly involved in post-secondary educational opportunities, it becomes the responsibility of the institution to provide <span class="hlt">inclusive</span> recreation opportunities. This manuscript incorporates Sugermans' (2001) Model of <span class="hlt">Inclusive</span> Facilitation into an <span class="hlt">inclusive</span> recreation program…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=2&id=EJ974141','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=2&id=EJ974141"><span>Variables Affecting Teachers' Attitudes towards <span class="hlt">Inclusive</span> Education in Bangladesh</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne</p> <p>2012-01-01</p> <p><span class="hlt">Inclusive</span> education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective <span class="hlt">inclusive</span> teaching practices in the school is contingent on teachers' positive attitudes towards <span class="hlt">inclusive</span> education. This study was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ814479.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ814479.pdf"><span>Pre-Service Educators' Attitudes towards <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mdikana, Andile; Ntshangase, Sibusiso; Mayekiso, Tokozile</p> <p>2007-01-01</p> <p>The <span class="hlt">inclusion</span> of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of <span class="hlt">inclusion</span>, as well as the attitudes and beliefs of general educators towards the <span class="hlt">inclusion</span> of learners with disabilities in the general education classroom.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=environment&id=EJ1095396','ERIC'); return false;" href="https://eric.ed.gov/?q=environment&id=EJ1095396"><span>Academic Performance of Students without Disabilities in the <span class="hlt">Inclusive</span> Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fruth, Jason D.; Woods, Melanie N.</p> <p>2015-01-01</p> <p>This study examines the impact of <span class="hlt">inclusion</span> on secondary students by focusing on the performance of students without disabilities in the <span class="hlt">inclusive</span> environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the <span class="hlt">inclusive</span> environment on the performance of students with disabilities.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=knock&pg=4&id=ED517301','ERIC'); return false;" href="https://eric.ed.gov/?q=knock&pg=4&id=ED517301"><span>Leadership Strategies for Successful Schoolwide <span class="hlt">Inclusion</span>: The STAR Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Munk, Dennis D.; Dempsey, Thomas L.</p> <p>2010-01-01</p> <p>Effective, "schoolwide" <span class="hlt">inclusion</span> ensures the best outcomes for all students--but how can school teams knock down the barriers to <span class="hlt">inclusion</span> and make sure it's happening across all classrooms? This concise book gives principals and other school leaders the solution they've been waiting for: a clear framework for leading <span class="hlt">inclusion</span> efforts,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1988GeCoA..52.1835L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1988GeCoA..52.1835L"><span>Cumberland Falls chondritic <span class="hlt">inclusions</span>. III - Consortium study of relationship to <span class="hlt">inclusions</span> in Allan Hills 78113 aubrite</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lipschutz, Michael E.; Verkouteren, R. Michael; Sears, Derek W. G.; Hasan, Fouad A.; Prinz, Martin.; Weisberg, M. K.; Nehru, Cherukupalli E.; Delaney, Jeremy S.; Grossman, Lawrence; Boily, Michel</p> <p>1988-07-01</p> <p>The contents of Ag, Au, Bi, Cd, Co, Cs, Ga, In, Rb, Sb, Se, Te, Tl, U, and Zn in large chondritic clasts from the Cumbersand Falls aubrite were determined by radiochemical neutron activation analysis, and the results, together with the results of a mineralogical investigation, were compared with respective data obtained for three primitive <span class="hlt">inclusions</span> from the ALH A78113 aubrite. The results indicated that the clasts from both aubrite sources constitute a single chondritic suite. The analyses data, together with the results of thermoluminescence data for Cumberland Falls chondritic <span class="hlt">inclusions</span> and achondritic host, indicate that <span class="hlt">inclusions</span> in Cumberland Falls and in ALH A78113 aubrite represent a primitive chondrite sample suite whose properties were established during primary nebular accretion and condensation over a broad redox range.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778947','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778947"><span>Acidophilic Halophilic Microorganisms in Fluid <span class="hlt">Inclusions</span> in Halite from Lake Magic, Western Australia</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Conner, Amber J.</p> <p>2013-01-01</p> <p>Abstract Lake Magic is one of the most extreme of hundreds of ephemeral acid-saline lakes in southern Western Australia. It has pH as low as 1.7, salinity as high as 32% total dissolved solids, temperatures ranging from 0°C to 50°C, and an unusually complex aqueous composition. Optical petrography, UV-vis petrography, and laser Raman spectrometry were used to detect microorganisms and organic <span class="hlt">compounds</span> within primary fluid <span class="hlt">inclusions</span> in modern bedded halite from Lake Magic. Rare prokaryotes appear as 1–3 μm, bright cocci that fluoresce green with UV-vis illumination. Dimpled, 5–7 μm yellow spherules that fluoresce blue with UV-vis illumination are interpreted as Dunaliella algae. Yellow-orange beta-carotene crystals, globules, and coatings are characterized by orange-red fluorescence and three distinct Raman peaks. Because acid saline lakes are good Mars analogues, the documentation of prokaryotes, eukaryotes, and organic <span class="hlt">compounds</span> preserved in the halite here has implications for the search for life on Mars. Missions to Mars should incorporate such in situ optical and chemical examination of martian evaporites for possible microorganisms and/or organic <span class="hlt">compounds</span> in fluid <span class="hlt">inclusions</span>. Key Words: Acid—Extremophiles—Western Australia—Fluid inclusions—Lake Magic—Dunaliella. Astrobiology 13, 850–860. PMID:23971647</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/7830341','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/7830341"><span>[Health effects of fluorine and its <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>Kono, K</p> <p>1994-12-01</p> <p>Fluoride, the ionic form of fluorine, is a natural component of the biosphere and 13th most abundant element in the crust of the earth. It is, therefore, found in a wide range of concentrations in virtually all inanimate and living things. Many trace elements perform a definite function in human metabolism and the question of the value of fluoride, always found in the body, has been raised. Much evidence suggesting that the <span class="hlt">inclusion</span> of fluoride in drinking water has beneficial as well as adverse effects on human health was obtained. Either alone or in combination with calcium and/or vitamin D, it is used in high daily doses for the treatment of osteoporosis. Although organic fluorine <span class="hlt">compounds</span> are used in medicine and commerce, the inorganic fluorine <span class="hlt">compounds</span> are of greater importance toxicologically because they are more readily available. The major pathway of fluoride elimination from the human body is via the kidney. When renal function deteriorates, the ability to excrete fluoride markedly decreases, possibly resulting in greater retention of fluoride in the body. At this point, more research is needed to evaluate the effects of physiological variables on the fluoride metabolism in humans.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1221862','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1221862"><span>A Study of the Optical Properties of Ice Crystals with Black Carbon <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Arienti, Marco; Yang, Xiaoyuan; Kopacz, Adrian M</p> <p>2015-09-01</p> <p>The report focu ses on the modification of the optical properties of ice crystals due to atmospheric black car bon (BC) contamination : the objective is to advance the predictive capabilities of climate models through an improved understanding of the radiative properties of <span class="hlt">compound</span> particles . The shape of the ice crystal (as commonly found in cirrus clouds and cont rails) , the volume fraction of the BC <span class="hlt">inclusion</span> , and its location inside the crystal are the three factors examined in this study. In the multiscale description of this problem, where a small absorbing <span class="hlt">inclusion</span> modifies the optical propertiesmore » of a much la rger non - absorbing particle, state - of - the - art discretization techniques are combined to provide the best compromise of flexibility and accuracy over a broad range of sizes .« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/7236131-adaption-synchronously-scanned-luminescence-spectroscopy-organic-rich-fluid-inclusion-microanalysis','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/7236131-adaption-synchronously-scanned-luminescence-spectroscopy-organic-rich-fluid-inclusion-microanalysis"><span>Adaption of synchronously scanned luminescence spectroscopy to organic-rich fluid <span class="hlt">inclusion</span> microanalysis</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Musgrave, J.A.; Carey, R.G.; Janecky, D.R.</p> <p>1994-06-01</p> <p>The instrumentation, the luminescence microprobe, and synchronously scanned luminescence spectroscopy technique described here can be used to classify microliter quantities of oil such as those in fluid <span class="hlt">inclusions</span> in cements from petroleum reservoirs. It is primarily constructed to obtain synchronously scanned luminescence spectra from microscopic sized samples to characterize the organic classes of <span class="hlt">compounds</span> that predominate. At present no other technique can so readily analyze a single oil-bearing fluid <span class="hlt">inclusion</span>. The data collected from the technique are pertinent to evaluating systems and providing quantitative data for solving problems in oil migration and maturation determinations, oil-to-oil and oil-to-source correlations, oil degradation,more » and episodes and chemistry of cementation.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24613636','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24613636"><span>Fast shear <span class="hlt">compounding</span> using robust 2-D shear wave speed calculation and multi-directional filtering.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Song, Pengfei; Manduca, Armando; Zhao, Heng; Urban, Matthew W; Greenleaf, James F; Chen, Shigao</p> <p>2014-06-01</p> <p>A fast shear <span class="hlt">compounding</span> method was developed in this study using only one shear wave push-detect cycle, such that the shear wave imaging frame rate is preserved and motion artifacts are minimized. The proposed method is composed of the following steps: 1. Applying a comb-push to produce multiple differently angled shear waves at different spatial locations simultaneously; 2. Decomposing the complex shear wave field into individual shear wave fields with differently oriented shear waves using a multi-directional filter; 3. Using a robust 2-D shear wave speed calculation to reconstruct 2-D shear elasticity maps from each filter direction; and 4. <span class="hlt">Compounding</span> these 2-D maps from different directions into a final map. An <span class="hlt">inclusion</span> phantom study showed that the fast shear <span class="hlt">compounding</span> method could achieve comparable performance to conventional shear <span class="hlt">compounding</span> without sacrificing the imaging frame rate. A multi-<span class="hlt">inclusion</span> phantom experiment showed that the fast shear <span class="hlt">compounding</span> method could provide a full field-of-view, 2-D and <span class="hlt">compounded</span> shear elasticity map with three types of <span class="hlt">inclusions</span> clearly resolved and stiffness measurements showing excellent agreement to the nominal values. Copyright © 2014 World Federation for Ultrasound in Medicine & Biology. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2781868','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2781868"><span>Formalizing Darwinism and <span class="hlt">inclusive</span> fitness theory</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Grafen, Alan</p> <p>2009-01-01</p> <p><span class="hlt">Inclusive</span> fitness maximization is a basic building block for biological contributions to any theory of the evolution of society. There is a view in mathematical population genetics that nothing is caused to be maximized in the process of natural selection, but this is explained as arising from a misunderstanding about the meaning of fitness maximization. Current theoretical work on <span class="hlt">inclusive</span> fitness is discussed, with emphasis on the author's ‘formal Darwinism project’. Generally, favourable conclusions are drawn about the validity of assuming fitness maximization, but the need for continuing work is emphasized, along with the possibility that substantive exceptions may be uncovered. The formal Darwinism project aims more ambitiously to represent in a formal mathematical framework the central point of Darwin's Origin of Species, that the mechanical processes of inheritance and reproduction can give rise to the appearance of design, and it is a fitting ambition in Darwin's bicentenary year to capture his most profound discovery in the lingua franca of science. PMID:19805422</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11816860','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11816860"><span>The role of interpreters in <span class="hlt">inclusive</span> classrooms.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Antia, S D; Kreimeyer, K H</p> <p>2001-10-01</p> <p>The roles of interpreters in an <span class="hlt">inclusive</span> classroom were examined through a qualitative, 3-year case study of three interpreters in an <span class="hlt">inclusive</span> school. Interviews were conducted with interpreters, classroom teachers, special education teachers, and administrators. The interview data were supplemented with observations and field notes. Results indicate that in addition to sign interpreting between American Sign Language and speech, the interpreters clarified teacher directions, facilitated peer interaction, tutored the deaf children, and kept the teachers and special educators informed of the deaf children's progress. The interpreter/aides and the classroom teachers preferred this full-participant interpreter role, while the special educators and administrators preferred a translator role. Classroom teachers were more comfortable with full-time interpreters who knew the classroom routine, while the special educators and administrators feared that full-time interpreters fostered child and teacher dependence. These issues are discussed in terms of congruence with the Registry of Interpreters code of ethics and how integration of young children might be best facilitated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23390797','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23390797"><span>Interrogating <span class="hlt">inclusive</span> development in India's transition process.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chakrabarti, Anjan; Dhar, Anup</p> <p>2012-12-01</p> <p>This paper makes two related contributions. First, the dual economic structure underlying development is shown as producing a distinct conception of other comprising of a devalued third world which is foregrounded and world of the third which is excluded. This dyad of <span class="hlt">inclusion</span>-exclusion of other is produced in relation to the centers of capitalism and modernism. The category of third world helps to displace the language-experience-logic-ethos of the other a la world of the third such that development works over and transforms world of the third, but via the trope of a devalued third world. We then use this framework to explore the relation of global capitalism with world of the third in the Indian context, a relation that is shown to be two fold. There is on one hand an attempt to dismantle world of the third as part of the development trope of overcoming the third world. On the other, through <span class="hlt">inclusive</span> development, an attempt is made to directly intervene in the economy of world of the third so as to address the problems of income inequality and social exclusion, again under the trope of uplifting the devalued third world.</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('https://www.ncbi.nlm.nih.gov/pubmed/28719369','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28719369"><span>Component Selection for Sterile <span class="hlt">Compounding</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dilzer, Richard H</p> <p>2017-01-01</p> <p>This article describes the factors to consider, as well as the process of proper component selection, for use in preparing <span class="hlt">compounded</span> sterile preparations. Special emphasis is placed on individual chemical factors that may impact a preparation's accuracy and potency. Values reported in a typical certificate of analysis are discussed, including methods of identifying any required adjustments to a master formulation or <span class="hlt">compounding</span> record during the <span class="hlt">compounding</span> of sterile preparations. Proper screening of the certificate of analysis, the Safety Data Sheet, procedural documentation, and the filing of all certificates of conformance are crucial to the operation of a sterile <span class="hlt">compounding</span> facility. Copyright© by International Journal of Pharmaceutical <span class="hlt">Compounding</span>, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1016788.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1016788.pdf"><span>Building <span class="hlt">Inclusion</span> from the Ground up: A Review of Whole School Re-Culturing Programmes for Sustaining <span class="hlt">Inclusive</span> Change</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2013-01-01</p> <p>This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more <span class="hlt">inclusive</span> value orientated schools. The relationship between school culture and successful <span class="hlt">inclusion</span> has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating <span class="hlt">inclusive</span> values and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=democratic+AND+leadership&pg=5&id=EJ1169394','ERIC'); return false;" href="https://eric.ed.gov/?q=democratic+AND+leadership&pg=5&id=EJ1169394"><span>Utilizing the Critical <span class="hlt">Inclusive</span> Praxis: The Voyage of Five Selected School Principals in Building <span class="hlt">Inclusive</span> School Cultures</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Osiname, Ayodeji Tolulope</p> <p>2018-01-01</p> <p>This article integrates relevant literature with the lived experiences of five school principals regarding how they utilized different leadership styles to build an <span class="hlt">inclusive</span> school culture. The conceptual framework--a Critical <span class="hlt">Inclusive</span> Praxis, including culture, change, leadership, <span class="hlt">inclusion</span> and challenge--provided a base for the literature and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28653545','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28653545"><span>Family <span class="hlt">inclusion</span> in mental health services: Reality or rhetoric?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Martin, Robyn M; Ridley, Sophie C; Gillieatt, Sue J</p> <p>2017-09-01</p> <p>Contemporary mental health policies require family <span class="hlt">inclusion</span> in the design, implementation and evaluation of services. This scoping review considers the factors in mental health practice which either mediate or promote family <span class="hlt">inclusion</span>. A wide range of factors are reported to obstruct family <span class="hlt">inclusion</span>, while a smaller number of studies report that meaningful family <span class="hlt">inclusion</span> rests on a partnership approach which values the input of families and services users. When it comes to family <span class="hlt">inclusion</span>, there is a gap between policy and service delivery practice. Changes in service delivery attitudes, values and culture are necessary to meaningfully and systematically include families and service users.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007icov.conf..317M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007icov.conf..317M"><span>Solutions for Dynamic Variants of Eshelby's <span class="hlt">Inclusion</span> Problem</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Michelitsch, Thomas M.; Askes, Harm; Wang, Jizeng; Levin, Valery M.</p> <p></p> <p>The dynamic variant of Eshelby's <span class="hlt">inclusion</span> problem plays a crucial role in many areas of mechanics and theoretical physics. Because of its mathematical complexity, dynamic variants of the <span class="hlt">inclusion</span> problems so far are only little touched. In this paper we derive solutions for dynamic variants of the Eshelby <span class="hlt">inclusion</span> problem for arbitrary scalar source densities of the eigenstrain. We study a series of examples of Eshelby problems which are of interest for applications in materials sciences, such as for instance cubic and prismatic <span class="hlt">inclusions</span>. The method which covers both the time and frequency domain is especially useful for dynamically transforming <span class="hlt">inclusions</span> of any shape.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1982doe..rept.....G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1982doe..rept.....G"><span>Thermodynamics of organic <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gammon, B. E.; Smith, N. K.</p> <p>1982-11-01</p> <p>This research program consisted of an integrated and interrelated effort of basic and applied research in chemical thermodynamics and thermochemistry. Knowledge of variation of physical and thermodynamic properties with molecular structure was used to select <span class="hlt">compounds</span> for study that because of high ring strain or unusual steric effects may have good energy characteristics per unit volume or per unit mass and thus be useful in the synthesis of high energy fuels. These materials were synthesized, and their thermodynamic properties were evaluated. In cooperation with researcher at Wright-Patterson Air Force Base, ramjet fuels currently in use were subjected to careful thermodynamic evaluation by measurements of heat capacity, enthalpy of combustion and vapor pressure. During the last year of this effort, seven kerosene-type fuels produced by British Petroleum and seven jet fuels produced from shale oil were studied.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://caod.oriprobe.com/articles/5692253/An_overview_on_current_fluid_inclusion_research_and_applications.htm','USGSPUBS'); return false;" href="http://caod.oriprobe.com/articles/5692253/An_overview_on_current_fluid_inclusion_research_and_applications.htm"><span>An overview on current fluid-<span class="hlt">inclusion</span> research and applications</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Chi, G.; Chou, I.-Ming; Lu, H.-Z.</p> <p>2003-01-01</p> <p>This paper provides an overview of some of the more important developments in fluid-<span class="hlt">inclusion</span> research and applications in recent years, including fluid-<span class="hlt">inclusion</span> petrography, PVTX studies, and analytical techniques. In fluid-<span class="hlt">inclusion</span> petrography, the introduction of the concept of 'fluid-<span class="hlt">inclusion</span> assemblage' has been a major advance. In PVTX studies, the use of synthetic fluid <span class="hlt">inclusions</span> and hydrothermal diamond-anvil cells has greatly contributed to the characterization of the phase behaviour of geologically relevant fluid systems. Various analytical methods are being developed and refined rapidly, with the Laser-Raman and LA-ICP-MS techniques being particularly useful for volatile and solute analyses, respectively. Ore deposit research has been and will continue to be the main field of application of fluid <span class="hlt">inclusions</span>. However, fluid <span class="hlt">inclusions</span> have been increasingly applied to other fields of earth science, especially in petroleum geology and the study of magmatic and earth interior processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20532614','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20532614"><span>Child wellness and social <span class="hlt">inclusion</span>: values for action.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Prilleltensky, Isaac</p> <p>2010-09-01</p> <p>Participatory Action Research (PAR) with children and youth is at the intersection of child wellness and social <span class="hlt">inclusion</span>. Exclusion and marginalization detract from personal and collective health. <span class="hlt">Inclusion</span>, on the contrary, contributes to wellness. Hence, we should study <span class="hlt">inclusion</span> and exclusion in the overall context of child wellness. This special issue offers a wealth of methodologies and lessons for fostering <span class="hlt">inclusion</span> of young people through PAR. In an effort to synthesize my concerns with child wellness, <span class="hlt">inclusion</span>, and the scholarly work of this special issue, this paper will (a) articulate the values underpinning the philosophy of social <span class="hlt">inclusion</span> and child wellness, (b) suggest roles and responsibilities for putting these values into action, and (c) integrate the contributions of this special issue into the emerging framework for social <span class="hlt">inclusion</span> and child wellness.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=What+AND+stars&pg=4&id=ED559439','ERIC'); return false;" href="https://eric.ed.gov/?q=What+AND+stars&pg=4&id=ED559439"><span>Behavioral and Academic Differences between an <span class="hlt">Inclusive</span> and Non-<span class="hlt">Inclusive</span> Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hatch, Sherry Lynn</p> <p>2013-01-01</p> <p>Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an <span class="hlt">inclusion</span> classroom and a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%27%27emotional+AND+education%27%27+AND+%27%27disability%27%27&id=EJ974043','ERIC'); return false;" href="https://eric.ed.gov/?q=%27%27emotional+AND+education%27%27+AND+%27%27disability%27%27&id=EJ974043"><span>Transforming for <span class="hlt">Inclusive</span> Practice: Professional Development to Support the <span class="hlt">Inclusion</span> of Students Labelled as Emotionally Disturbed</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Naraian, Srikala; Ferguson, Dianne L.; Thomas, Natalie</p> <p>2012-01-01</p> <p>Few models of professional development (PD) are designed to bring about the fundamental shifts in thinking about student behaviour that can support the <span class="hlt">inclusion</span> of students labelled as having emotional/behavioural disabilities within general education classrooms. In this paper, we seek to accomplish two goals: (1) we briefly delineate the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1136777.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1136777.pdf"><span><span class="hlt">Inclusion</span> in Public Administration: Developing the Concept of <span class="hlt">Inclusion</span> within a School of Accounts and Administration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>dos Santos, Mônica Pereira; de Melo, Sandra Cordeiro; Santiago, Mylene Cristina; Nazareth, Paula</p> <p>2017-01-01</p> <p>This study originates from ongoing action research that aims to develop institutional opportunities to reflect on and take decisions about <span class="hlt">inclusion</span> in the School of Accounts and Administration of Rio de Janeiro's State Accounts Office. The research was organized in three phases. The first phase was an inservice course to sensitize professionals…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=CHARACTERIZATION+AND+OF+AND+THE+AND+POPULATION&pg=2&id=EJ856859','ERIC'); return false;" href="https://eric.ed.gov/?q=CHARACTERIZATION+AND+OF+AND+THE+AND+POPULATION&pg=2&id=EJ856859"><span>Selection, <span class="hlt">Inclusion</span>, Evaluation and Defense of Transgender-<span class="hlt">Inclusive</span> Fiction for Young Adults: A Resource Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rockefeller, Elsworth I.</p> <p>2009-01-01</p> <p>An increasingly visible youth transgender population is emerging and the number of transgender-<span class="hlt">inclusive</span> fiction texts for young adults is growing. Adults serving teens in schools, libraries, and community agencies must begin actively pursuing, utilizing, and incorporating these texts into resource collections. This article provides an overview of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092658.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092658.pdf"><span>Thinking Change <span class="hlt">Inclusively</span>: Views of Educational Administrators on <span class="hlt">Inclusive</span> Education as a Reform Initiative</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sakiz, Halis</p> <p>2016-01-01</p> <p>This paper is an attempt to delve into the debate about educational change and evaluate this concept around the paradigms introduced by <span class="hlt">inclusive</span> education. The paper embarks on views of 27 educational administrators working in different educational institutions in Turkey. Participants are asked to provide their views on educational change and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=barriers+AND+inclusive+AND+education&pg=5&id=EJ1048293','ERIC'); return false;" href="https://eric.ed.gov/?q=barriers+AND+inclusive+AND+education&pg=5&id=EJ1048293"><span>Preventing <span class="hlt">Inclusion</span>? <span class="hlt">Inclusive</span> Early Childhood Education and the Option to Exclude</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cologon, Kathy</p> <p>2014-01-01</p> <p>While there is increasing international commitment to <span class="hlt">inclusive</span> education, as outlined in the United Nations Convention on the Rights of Persons with Disabilities (CRPD), many children remain excluded at school. One marginalised and frequently excluded group of people are people who experience disability. In the recently released first report on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=6&id=ED566140','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=6&id=ED566140"><span>Taking Action toward <span class="hlt">Inclusion</span>: Organizational Change and the <span class="hlt">Inclusion</span> of People with Disabilities in Museum Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reich, Christine A.</p> <p>2014-01-01</p> <p>This study examined organizational change in science museums toward practices that are <span class="hlt">inclusive</span> of people with disabilities. Guided by two overarching frameworks, organizational learning and the social model of disability, this study sought to answer the following: What are the contexts and processes that facilitate, sustain, or impede a science…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion&pg=4&id=ED580155','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=4&id=ED580155"><span>Rethinking the Practice of <span class="hlt">Inclusion</span>: Challenges Middle School Teachers Encounter in <span class="hlt">Inclusion</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>Brown, Hannah</p> <p>2017-01-01</p> <p>The <span class="hlt">inclusion</span> of students with special needs in the general education classroom is challenging. Adherence to federal laws that advocate for equality in the classroom means that most contact hours for teachers working in such setting will be in classrooms consisting of both students with disabilities and their nondisabled peers. Oftentimes, these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1152708.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1152708.pdf"><span>Creating <span class="hlt">Inclusive</span> Campus Communities: The Vital Role of Peer Mentorship in <span class="hlt">Inclusive</span> 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>Lewis, Catherine</p> <p>2017-01-01</p> <p>Across the country, colleges are opening their doors to students with intellectual and developmental disabilities. At University of Rochester (UR), we coordinate one such initiative called "Transition Opportunities at University of Rochester (TOUR)." <span class="hlt">Inclusive</span> higher education at UR is based on the philosophy that ACCESS + SUPPORT =…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1094874.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1094874.pdf"><span>Where Do Mexico and Chile Stand on <span class="hlt">Inclusive</span> Education? Short Title: <span class="hlt">Inclusion</span> in Mexico and Chile</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>García-Cedillo, Ismael; Romero-Contreras, Silvia; Ramos-Abadie, Liliana</p> <p>2015-01-01</p> <p>This paper discusses the background, current situation and challenges of educational integration and <span class="hlt">inclusive</span> education in Mexico and Chile. These countries obtained similar low results on the academic achievement of their students (Mexico last and Chile second last) among OECD countries; and above average scores, among Latin-American countries.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMED21C..03M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMED21C..03M"><span>Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote <span class="hlt">Inclusive</span> Teaching and <span class="hlt">Inclusive</span> Geoscience Departments</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.</p> <p>2017-12-01</p> <p>Efforts to broaden participation in the geosciences require that faculty implement <span class="hlt">inclusive</span> practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement <span class="hlt">inclusive</span> practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement <span class="hlt">inclusive</span> teaching practices and develop <span class="hlt">inclusive</span> environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for <span class="hlt">inclusive</span> teaching and developing <span class="hlt">inclusive</span> environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JPhCS.705a2044E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JPhCS.705a2044E"><span><span class="hlt">Inclusive</span> Educative Technologies, for people with disabilities</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Echenique, AM; Graffigna, JP; Pérez, E.; López, N.; Piccinini, D.; Fernández, H.; Garcés, A.</p> <p>2016-04-01</p> <p>The conventional educational environment imposes barriers to education for people with disabilities, limiting their rights, which is a non-discriminative education. In turn, hampers their access to other rights and creates huge obstacles to realize their potential and participate effectively in their communities. In this sense Assistive Technology provides alternative solutions, in order to compensate for a lost or diminished ability. Thus the necessary assistance is provided to perform tasks, including those related to education, improving the <span class="hlt">inclusion</span>. In this paper some researches had been made in the Gabinete de TecnologiaMedica, in the Facultad de Ingenieria of the Universidad Nacional de San Juan in order to solve this problem. The researchers are classified by type of disability; sensory (visual and auditory) or motor. They have been designed, developed and experienced through various prototypes that have given satisfactory results. It had been published in national and international congresses of high relevance.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <center> <div class="footer-extlink text-muted"><small>Some links on this page may take you to non-federal websites. 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