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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. PMID:27053258

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

    PubMed

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

    2016-12-01

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

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

    NASA Technical Reports Server (NTRS)

    Hollingsworth, Mark D.; Peterson, Matthew L.

    2003-01-01

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

  4. [UV-vis spectroscopic characterization of inclusion compounds of beta-cyclodextrin with lycopene].

    PubMed

    Wang, Luo-xin; Lü, Jun; Du, Zong-liang; Li, Rui-xia; Wu, Da-cheng

    2004-02-01

    Water-soluble inclusion compounds of beta-cyclodextrin with lycopene were prepared by two methods: (1) complexation in solution and (2) complexation by kneading. It was found that UV-Vis spectra of the inclusion complexes in water are different from those of lycopene in water-miscible organic solvents (tetrahydrofuran) and beta-cyclodextrin in water, which confirms the formation of the inclusion complexes. Specific interactions of lycopene and beta-cyclodextrin cause great changes in absorbance maximum (lambdamax) of lycopene. It is considered that the inclusion complexes in water are formed as supermolecular aggregates with nanometer size, after card-pack type lycopene is included by beta-cyclodextrin in molecular level. PMID:15769012

  5. Temperature-Dependent Structural Properties and Crystal Twinning in the Fluorocyclohexane/Thiourea Inclusion Compound

    NASA Astrophysics Data System (ADS)

    Yeo, Lily; Harris, Kenneth D. M.; Kariuki, Benson M.

    2001-01-01

    Structural properties of the fluorocyclohexane/thiourea inclusion compound have been investigated as a function of temperature by single-crystal X-ray diffraction. The inclusion compound exhibits different forms of crystal twinning, and we focus on the implementation of methodology for handling twinning in the structure determination process. Differential scanning calorimetry indicates that fluorocyclohexane/thiourea undergoes a solid state phase transition at about 107 K (on cooling). In the high-temperature phase (ambient temperature), fluorocyclohexane/thiourea has the conventional rhombohedral (Roverline3c) thiourea tunnel structure and the crystal is twinned through coexistence of domains of the obverse and reverse settings of the rhombohedral structure. The guest molecules are substantially disordered, although there is evidence that they are located preferentially in certain regions along the tunnel. In the low-temperature phase, the thiourea tunnel structure is monoclinic (P21/n), based on a lattice that is close to the orthohexagonal cell of the structure in the high-temperature phase. The host structure is distorted from the rhombohedral tunnel structure of the high-temperature phase, and the guest molecules adopt a preferred orientation with respect to the host structure. The strategy for structure determination of twinned crystals of inclusion compounds applied in this paper should find wider applications to other solid inclusion compounds.

  6. Inclusion.

    ERIC Educational Resources Information Center

    Nathanson, Jeanne H., Ed.

    1992-01-01

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

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

    PubMed

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

    2007-04-01

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

  8. 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.

  9. 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/24053809','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24053809"><span id="translatedtitle">Physicochemical and molecular modeling studies of cefixime-L-arginine-cyclodextrin ternary <span class="hlt">inclusion</span> <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jadhav, Priyanka; Petkar, Bhushan; Pore, Yogesh; Kulkarni, Anita; Burade, Kishorkumar</p> <p>2013-11-01</p> <p>In an attempt to improve the physicochemical properties of cefixime (CEF), its supramolecular <span class="hlt">inclusion</span> <span class="hlt">compounds</span> were prepared with β-cyclodextrin (βCD) and hydroxypropyl-β-cyclodextrin (HPβCD) in presence and/or absence of ternary component L-arginine (ARG) using spray drying technique. Initially, the phase solubility studies revealed a stoichiometry of 1:1 molar ratio with an AL-type of phase solubility curve. The stability constants of binary systems were remarkably improved in presence of ARG, indicating positive effect of its addition. The <span class="hlt">inclusion</span> complexes were characterized by FTIR, XRPD, DSC, SEM, particle size analysis, and dissolution studies. Further, molecular mechanic (MM) calculations were performed to investigate the possible orientations of CEF inside βCD cavity in presence and/or absence of ternary component. In case of physicochemical studies, the ternary systems performed well as a result of comprehensive effect of ternary complexation and particle size reduction achieved by a spray drying technology.</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 id="translatedtitle">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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26775987','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26775987"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexation of flavour <span class="hlt">compounds</span> by dispersed high-amylose maize starch (HAMS) in an aqueous model system.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yeo, Lihe; Thompson, Donald B; Peterson, Devin G</p> <p>2016-05-15</p> <p>This study investigated how hydrophobicity, solubility and the concentration of flavour <span class="hlt">compounds</span> related to <span class="hlt">inclusion</span> complexation by dispersed native high amylose maize starch (HAMS). The effect of native lipid on flavour retention and the effect of time (one day to one month) on flavour retention and precipitated starch yield was also examined. Flavour-starch complexation was dependent on the flavour <span class="hlt">compound</span> hydrophobicity, the flavour concentration in a dose-dependent manner and also influenced by time (increased during storage). Flavour composition also influenced starch complexation; no flavour complexes were reported with limonene by itself but were observed when added in binary flavour mixtures with menthone or thymol. Furthermore, no difference in flavour retention was observed for native and lipid-free starch dispersions. In summary, flavour <span class="hlt">inclusion</span> complexes with HAMS exhibited cooperativity-type binding behaviour; with a critical ligand concentration needed for a stable physical association between flavour <span class="hlt">compounds</span> and HAMS.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015CPL...633..158P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015CPL...633..158P"><span id="translatedtitle">Stability and spatial arrangement of the 2,4-dichlorophenoxyacetic acid and β-cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compound</span>: A theoretical study</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pereira, Robson A.; Anconi, Cleber P. A.; Nascimento, Clebio S.; De Almeida, Wagner B.; Dos Santos, Hélio F.</p> <p>2015-07-01</p> <p>The present letter reports results from a comprehensive theoretical analysis of the <span class="hlt">inclusion</span> process involving 2,4-dichlorophenoxyacetic acid (2,4-D) and β-cyclodextrin (β-CD) for which the experimental data of formation is available. Spatial arrangement and stabilization energies were evaluated in gas phase and aqueous solution through density functional theory (DFT) and through the use of SMD implicit solvation approach. The discussed methodology was applied to predict the stability and identify the most favorable form (deprotonated or neutral) as well as the most probable spatial arrangement of the studied <span class="hlt">inclusion</span> <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23523864','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23523864"><span id="translatedtitle">Analysis of the microcrystalline <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of triclosan with β-cyclodextrin and its tris-O-methylated derivative.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramos, Ana I; Braga, Teresa M; Fernandes, José A; Silva, Patrícia; Ribeiro-Claro, Paulo J; Almeida Paz, Filipe A; de Fátima Silva Lopes, Maria; Braga, Susana S</p> <p>2013-06-01</p> <p>Solid 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of triclosan with native and permethylated β-cyclodextrin (β-CD and TRIMEB) were prepared by co-crystallisation and co-evaporation, respectively, and studied by FT-IR and (13)C{(1)H} CP/MAS NMR spectroscopies, thermogravimetric analysis, X-ray diffraction and theoretical calculations. Results showed that triclosan <span class="hlt">inclusion</span> into TRIMEB afforded an amorphous solid, whilst β-CD·triclosan is composed of microcrystals belonging to two different phases. In the phase featuring larger crystals, X-ray diffraction was carried out and the β-CD host units, packing head-to-head in infinite channels, were refined; the geometry for the included but highly disordered triclosan molecules was assessed by theoretical calculations. The bacterial growth inhibitory action of the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> was studied in comparison to that of pure triclosan on Gram-negative (Salmonella, Escherichia) and Gram-positive strains (Bacillus, Listeria, Enterococcus and Staphylococcus) typically associated with human pathologies, and also on environmental bacteria isolated from different soil and water sources. The antimicrobial activities obtained in the present work showed that, of the two CD hosts, TRIMEB brings the most favourable carrier effect: it reduced the toxicity of triclosan against some of the environmental strains and afforded slightly higher action against virulent strains. PMID:23523864</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23523864','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23523864"><span id="translatedtitle">Analysis of the microcrystalline <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of triclosan with β-cyclodextrin and its tris-O-methylated derivative.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramos, Ana I; Braga, Teresa M; Fernandes, José A; Silva, Patrícia; Ribeiro-Claro, Paulo J; Almeida Paz, Filipe A; de Fátima Silva Lopes, Maria; Braga, Susana S</p> <p>2013-06-01</p> <p>Solid 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> of triclosan with native and permethylated β-cyclodextrin (β-CD and TRIMEB) were prepared by co-crystallisation and co-evaporation, respectively, and studied by FT-IR and (13)C{(1)H} CP/MAS NMR spectroscopies, thermogravimetric analysis, X-ray diffraction and theoretical calculations. Results showed that triclosan <span class="hlt">inclusion</span> into TRIMEB afforded an amorphous solid, whilst β-CD·triclosan is composed of microcrystals belonging to two different phases. In the phase featuring larger crystals, X-ray diffraction was carried out and the β-CD host units, packing head-to-head in infinite channels, were refined; the geometry for the included but highly disordered triclosan molecules was assessed by theoretical calculations. The bacterial growth inhibitory action of the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> was studied in comparison to that of pure triclosan on Gram-negative (Salmonella, Escherichia) and Gram-positive strains (Bacillus, Listeria, Enterococcus and Staphylococcus) typically associated with human pathologies, and also on environmental bacteria isolated from different soil and water sources. The antimicrobial activities obtained in the present work showed that, of the two CD hosts, TRIMEB brings the most favourable carrier effect: it reduced the toxicity of triclosan against some of the environmental strains and afforded slightly higher action against virulent strains.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4273236','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4273236"><span id="translatedtitle">Improving ITC studies of cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span> by global analysis of conventional and non-conventional experiments</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bertaut, Eléonore</p> <p>2014-01-01</p> <p>Summary The study of 1:1 cyclodextrin <span class="hlt">inclusion</span> <span class="hlt">compounds</span> by isothermal titration calorimetry was explored in a theoretical and experimental point of view to compare the efficiency of conventional and non-conventional experiments. All direct and competitive protocols were described and evaluated in terms of accuracy on both binding constant and <span class="hlt">inclusion</span> enthalpy. Significant improvement in the calorimetric characterization may be obtained by means of the global analysis of non-conventional experiments coupled to the standard titration protocol. While the titration-release approach proved to be the most accurate strategy for classical complexations, the valuable contribution of other non-conventional experiments was demonstrated for issues concerning weak stability, enthalpy, or solubility. PMID:25550724</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23492812','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23492812"><span id="translatedtitle">Polybrominated dibenzo-p-dioxins, dibenzofurans, and biphenyls: <span class="hlt">inclusion</span> in the toxicity equivalency factor concept for dioxin-like <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="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. PMID:23492812</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016NRL....11..180S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016NRL....11..180S"><span id="translatedtitle">In Situ Visualization of the Local Photothermal Effect Produced on α-Cyclodextrin <span class="hlt">Inclusion</span> <span class="hlt">Compound</span> Associated with Gold Nanoparticles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Silva, Nataly; Muñoz, Camila; Diaz-Marcos, Jordi; Samitier, Josep; Yutronic, Nicolás; Kogan, Marcelo J.; Jara, Paul</p> <p>2016-04-01</p> <p>Evidence of guest migration in α-cyclodextrin-octylamine (α-CD-OA) <span class="hlt">inclusion</span> <span class="hlt">compound</span> (IC) generated via plasmonic heating of gold nanoparticles (AuNPs) has been studied. In this report, we demonstrate local effects generated by laser-mediated irradiation of a sample of AuNPs covered with <span class="hlt">inclusion</span> <span class="hlt">compounds</span> on surface-derivatized glass under liquid conditions by atomic force microscopy (AFM). Functionalized AuNPs on the glass and covered by the ICs were monitored by recording images by AFM during 5 h of irradiation, and images showed that after irradiation, a drastic decrease in the height of the AuNPs occurred. The absorption spectrum of the irradiated sample showed a hypsochromic shift from 542 to 536 nm, evidence suggesting that much of the population of nanoparticles lost all of the parts of the overlay of ICs due to the plasmonic heat generated by the irradiation. Mass spectrometry matrix-assisted laser desorption/ionization-time-of-flight (MALDI-TOF) performed on a sample containing a collection of drops obtained from the surface of the functionalized glass provided evidence that the irradiation lead to disintegration of the ICs and therefore exit of the octylamine molecule (the guest) from the cyclodextrin cavity (the matrix).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19362314','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19362314"><span id="translatedtitle">Determination of endocrine disrupting <span class="hlt">compounds</span> using temperature-dependent <span class="hlt">inclusion</span> chromatography: I. Optimization of separation protocol.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zarzycki, Paweł K; Włodarczyk, Elzbieta; Baran, Michał J</p> <p>2009-10-30</p> <p>In the present work we optimised the separation of battery of key UV non-transparent low-molecular-mass <span class="hlt">compounds</span> having possible endocrine disrupting <span class="hlt">compounds</span> (EDCs) activity or which may be used as the endocrine effect biomarkers. Simple optimization strategy was based on strong temperature effect that is driven by electrostatic interactions between macrocyclic mobile phase additives like cyclodextrins and eluted components of interest under C18 stationary phase and acetonitrile/water mobile phase conditions. Particularly, the effect of temperature involving native beta-cyclodextrin and its hydroxypropyl derivative to improve separation of number of natural (d-equilenin, equilin, estetrol, estriol, estrone, 17beta-estradiol, 17alpha-hydroxyprogesterone, 20alpha-hydroxyprogesterone, cortisol, cortisone, progesterone, testosterone, tetrahydrocortisol and tetrahydrocortisone) and artificial steroids (ethynylestradiol, norgestrel isomers, medroxyprogesterone, mestranol, methyltestosterone, norethindrone, 17alpha-estradiol) as well as non-steroidal <span class="hlt">compounds</span> (diethylstilbesterol, bisphenol A, 4-tert-butylphenol, dimethyl phthalate, dibutyl phthalate and dioctyl phthalate) was investigated. It has been found that successful isocratic separation of 27 chemicals can be achieved using acetonitrile/water eluents modified with beta-cyclodextrin or hydroxypropyl-beta-cyclodextrin at concentration of 10 mM and temperature of 47 degrees C. Separation protocol is simple, reliable, direct and non-radioactive and may be easily adapted for rapid separation and quantification of wide range of given steroids and related EDCs in environmental samples, particularly those that are characterised by unstable biological matrix and components of interest load. PMID:19362314</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011SPIE.8113E..15B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011SPIE.8113E..15B"><span id="translatedtitle">Synthesis of the novel β-cyclodextrin-chromophore <span class="hlt">inclusion</span> <span class="hlt">compound</span> and research on the electro-optic activity of its systems</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bo, Shuhui; Chen, Zhuo; Zhen, Zhen; Liu, Xinhou</p> <p>2011-10-01</p> <p>In the second order nonlinear (NLO) optics, interchromophore electrostatic interactions have been suggested as a major challenge of the poor efficiency in the poling induced polar order. In this article, we formed a β-cyclodextrinchromophore <span class="hlt">inclusion</span> <span class="hlt">compound</span> by embedding a dumb-bell shape chromophore in a β-cyclodextrin. Compared to hyperbranched chromophores, this <span class="hlt">inclusion</span> <span class="hlt">compound</span> could create a 360° steric hindrance and pull the distance between molecules. Then this <span class="hlt">inclusion</span> <span class="hlt">compound</span> could prevent chromophore aggregation and minimize the interactions which hamper higher nonlinear optical activity. The method of the refractive index for electro-optic materials which can determine the degree of chromophore aggregation in polymers was first proposed and confirmed in this work. These properties have provided a great promise in the fabrication of EO materials and devices.</p> </li> </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/2004JMoSt.699....1N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004JMoSt.699....1N"><span id="translatedtitle">Molecular mobility depending on chain length and thermally induced molecular motion of n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nakaoki, Takahiko; Nagano, Hiromasa; Yanagida, Toshinori</p> <p>2004-08-01</p> <p>Solid-state high resolution 13C NMR was used to analyze the end group conformation and molecular mobility of n-alkanes in a urea host as a function of the carbon number of the n-alkane. It was shown that the chemical shift of the inner methylenes could be interpreted by the γ- gauche effect. Of further interest is our finding that the chemical shift of 3-methylene is independent of both chain length and temperature, a result indicating that the torsional rotation of the bond ω 3 between the 4-methylene and 5-methylene carbons is so inhibited that there is little gauche conformation. The chemical shift of the inner methylenes indicated a different tendency between the even- and the odd-numbered n-alkanes. The fact that the signals of the even-numbered n-alkanes were observed at a comparatively more upfield location than those of the odd-numbered ones indicated that the even-numbered n-alkane had a higher molecular mobility and tended to adopt a more gauche conformation. The decomposition temperature obtained by thermal analysis also suggested a difference between the even- and odd-numbered n-alkanes. The decomposition temperature of the even-numbered n-alkane/urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> was a little lower than that of the odd-numbered ones, a disparity corresponding to the higher molecular mobility of the n-alkane in the urea host. The spin-lattice relaxation time ( T1C) increased with increasing chain length for chains with less than the 14 carbon atoms but reached a constant value for all longer chains. This result is completely different from that for the n-alkane crystal, which gave a longer T1C depending on the chain length, and can be explained by a reduced intermolecular interaction between the n-alkane and the urea host. Clearly, T1C measurements can be applied to confirm the formation of <span class="hlt">inclusion</span> <span class="hlt">compounds</span>. However, the different T1C values between the methyl, 2-, 3-, and inner methylene carbons indicates that the n-alkane molecule does not rotate so fast</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=208214','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=208214"><span id="translatedtitle">Urea <span class="hlt">Inclusion</span> <span class="hlt">Compound</span>-Based Fractionation for the Eco-Friendly Purification of Ethyl Ferulate in a Bio-Based Sunscreen Product Stream</span></a></p> <p><a target="_blank" href="http://www.ars.usda.gov/services/TekTran.htm">Technology Transfer Automated Retrieval System (TEKTRAN)</a></p> <p></p> <p></p> <p>Urea <span class="hlt">inclusion</span> <span class="hlt">compound</span> (UIC)-based fractionation of free fatty acids (FFA) has been employed for over 50 years on both analytical and preparative scales. This approach, which fractionates lipids, mainly based on their degree of saturation, has potential value as a large-scale and continuous-mode p...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JMoSt1114...48K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JMoSt1114...48K"><span id="translatedtitle">Structural studies on <span class="hlt">inclusion</span> <span class="hlt">compounds</span> and solvent sorption behavior of gradually elongated wheel-and-axle-type diol hosts featuring lateral benzo[b]thiophene units</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Katzsch, Felix; Gruber, Tobias; Weber, Edwin</p> <p>2016-06-01</p> <p>Based on the wheel-and-axle design strategy, a series of six new clathrate hosts featuring two di(benzo[b]thien-2-yl)hydroxymethyl units attached to both ends of a central linear building element of varying length have been synthesized and their capability to form crystalline <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with a fixed range of organic solvents are reported. X-ray crystal structures of relevant <span class="hlt">inclusion</span> <span class="hlt">compounds</span> have been determined and are comparatively discussed involving structural modification of the host molecules. Organic vapor sorption behavior of the host <span class="hlt">compounds</span> coated as solid films on the quartz crystal of a QCM device has been studied. Significant differences in the affinities towards solvent vapors dependent both on structural and polarity properties of host and solvent are observed, indicating potential application as mass sensitive materials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AtmEn.100...20H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AtmEn.100...20H"><span id="translatedtitle">Volatile organic <span class="hlt">compound</span> flux from manure of cattle fed diets differing in grain processing method and co-product <span class="hlt">inclusion</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hales, Kristin; Parker, David B.; Cole, N. Andy</p> <p>2015-01-01</p> <p>Odor emissions from livestock production have become increasingly important in the past decade. Odors derived from animal feeding operations are caused by odorous VOC emitted from the mixture of feces and urine, as well as feed and silage which may be experiencing microbial fermentation. Distillers grains are a by-product of corn grain fermentation used to produce fuel ethanol, and this industry has grown rapidly throughout the U.S. in past years. Therefore, the use of wet distillers grains with solubles (WDGS) in feedlot cattle diets has also increased. The objective of this research was to determine specific VOC emissions from feces and urine or a mixture of both, from cattle fed steam flaked or dry-rolled corn (DRC)-based diets containing either 0% or 30% WDGS. Flux of dimethyl trisulfide was greater from feces of cattle fed DRC than steam-flaked corn (SFC) diets. No other differences in flux from feces were detected across dietary treatments for phenol, 4-methylphenol, indole, skatole, dimethyl disulfide, and flux of volatile fatty acids (VFA) such as acetic, propionic, isobutyric, butyric, isovaleric, and valeric acids (P > 0.15). Flux of skatole, acetic acid, and valeric acid from urine was greater for cattle fed SFC than DRC diets (P < 0.05). Moreover, dimethyl disulfide flux was greater for cattle fed DRC vs. SFC diets (P = 0.05). When evaluating WDGS <span class="hlt">inclusion</span> in the diet, flux of acetic acid and heptanoic acid from urine was greater when cattle were fed diets containing 0% WDGS than 30% WDGS (P < 0.05). When combining urine and feces in the ratio in which they were excreted from the animal, flux of propionic acid was greater when cattle were fed DRC vs. SFC diets (P = 0.05). Based on these results, the majority of the VOC, VFA, and odor flux from cattle feeding operations is from the urine. Therefore, dietary strategies to reduce odor from cattle feeding facilities should primarily focus on reducing excretion of odorous <span class="hlt">compounds</span> in the urine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24777097','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24777097"><span id="translatedtitle">The broad-spectrum antiviral <span class="hlt">compound</span> ST-669 restricts chlamydial <span class="hlt">inclusion</span> development and bacterial growth and localizes to host cell lipid droplets within treated cells.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sandoz, Kelsi M; Valiant, William G; Eriksen, Steven G; Hruby, Dennis E; Allen, Robert D; Rockey, Daniel D</p> <p>2014-07-01</p> <p>Novel broad-spectrum antimicrobials are a critical component of a strategy for combating antibiotic-resistant pathogens. In this study, we explored the activity of the broad-spectrum antiviral <span class="hlt">compound</span> ST-669 for activity against different intracellular bacteria and began a characterization of its mechanism of antimicrobial action. ST-669 inhibits the growth of three different species of chlamydia and the intracellular bacterium Coxiella burnetii in Vero and HeLa cells but not in McCoy (murine) cells. The antichlamydial and anti-C. burnetii activity spectrum was consistent with those observed for tested viruses, suggesting a common mechanism of action. Cycloheximide treatment in the presence of ST-669 abrogated the inhibitory effect, demonstrating that eukaryotic protein synthesis is required for tested activity. Immunofluorescence microscopy demonstrated that different chlamydiae grow atypically in the presence of ST-669, in a manner that suggests the <span class="hlt">compound</span> affects <span class="hlt">inclusion</span> formation and organization. Microscopic analysis of cells treated with a fluorescent derivative of ST-669 demonstrated that the <span class="hlt">compound</span> localized to host cell lipid droplets but not to other organelles or the host cytosol. These results demonstrate that ST-669 affects intracellular growth in a host-cell-dependent manner and interrupts proper development of chlamydial <span class="hlt">inclusions</span>, possibly through a lipid droplet-dependent process. PMID:24777097</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4068599','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4068599"><span id="translatedtitle">The Broad-Spectrum Antiviral <span class="hlt">Compound</span> ST-669 Restricts Chlamydial <span class="hlt">Inclusion</span> Development and Bacterial Growth and Localizes to Host Cell Lipid Droplets within Treated Cells</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sandoz, Kelsi M.; Valiant, William G.; Eriksen, Steven G.; Hruby, Dennis E.; Allen, Robert D.</p> <p>2014-01-01</p> <p>Novel broad-spectrum antimicrobials are a critical component of a strategy for combating antibiotic-resistant pathogens. In this study, we explored the activity of the broad-spectrum antiviral <span class="hlt">compound</span> ST-669 for activity against different intracellular bacteria and began a characterization of its mechanism of antimicrobial action. ST-669 inhibits the growth of three different species of chlamydia and the intracellular bacterium Coxiella burnetii in Vero and HeLa cells but not in McCoy (murine) cells. The antichlamydial and anti-C. burnetii activity spectrum was consistent with those observed for tested viruses, suggesting a common mechanism of action. Cycloheximide treatment in the presence of ST-669 abrogated the inhibitory effect, demonstrating that eukaryotic protein synthesis is required for tested activity. Immunofluorescence microscopy demonstrated that different chlamydiae grow atypically in the presence of ST-669, in a manner that suggests the <span class="hlt">compound</span> affects <span class="hlt">inclusion</span> formation and organization. Microscopic analysis of cells treated with a fluorescent derivative of ST-669 demonstrated that the <span class="hlt">compound</span> localized to host cell lipid droplets but not to other organelles or the host cytosol. These results demonstrate that ST-669 affects intracellular growth in a host-cell-dependent manner and interrupts proper development of chlamydial <span class="hlt">inclusions</span>, possibly through a lipid droplet-dependent process. PMID:24777097</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23656133','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23656133"><span id="translatedtitle">Fully quantal calculation of H2 translation-rotation states in (H2)4@5(12)6(4) clathrate sII <span class="hlt">inclusion</span> <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Felker, Peter M</p> <p>2013-05-01</p> <p>The quantal translation-rotation (TR) states of the (p-H2)4@5(12)6(4) and (o-D2)4@5(12)6(4) hydrate clathrate sII <span class="hlt">inclusion</span> <span class="hlt">compounds</span> have been computed by nuclear-orbital/configuration-interaction methods. The model of these <span class="hlt">compounds</span> in a rigid, high-symmetry 5(12)6(4) cage is treated in detail. The low-energy TR level structures of both isotopomers within this model are found to consist of states that can be readily described in terms of a small number of single-H2 and double-H2 excitation modes. The use of the high-symmetry results to facilitate the calculation and interpretation of (p-H2)4 and (o-D2)4 TR states in low-symmetry physically realizable 5(12)6(4) cages is also reported.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17002832','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17002832"><span id="translatedtitle">Use of artificial neural networks in near-infrared reflectance spectroscopy calibrations for predicting the <span class="hlt">inclusion</span> percentages of wheat and sunflower meal in <span class="hlt">compound</span> feedingstuffs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pérez-Marín, D; Garrido-Varo, A; Guerrero, J E; Gutiérrez-Estrada, J C</p> <p>2006-09-01</p> <p>The use of near-infrared reflectance spectroscopy (NIRS) calibrations to predict the ingredient composition in <span class="hlt">compound</span> feeds (i.e., <span class="hlt">inclusion</span> percentage of each ingredient) is a complex task, regarding both the nature of the parameters to be predicted, since they are not well-defined chemical entities, and the heterogeneousness of the matrices/formulas in which each ingredient participates. The present paper evaluates the use of nonlinear regression methods, such as artificial neural networks (ANN), for developing NIRS calibrations to predict these parameters. Two of the most representative ingredients in the Spanish <span class="hlt">compound</span> feed formulations (wheat and sunflower meal) were selected for evaluating ANN possibilities, using a large spectral library comprising a total of 7523 commercial <span class="hlt">compound</span> feed samples; 7423 were used as training set and 100 as validation set. Three general models of networks were studied: multilayer perceptron with back-propagation training (BP), multilayer perceptron with Levenberg-Maquartd training (LM), and radial basis function nets (RBF); moreover, in accordance with a factorial design, more complex architectures were evaluated gradually, changing the number of hidden layers and hidden neurons, for the determination of the optimal network topology. For both ingredients, the best results were obtained using ANN with BP training, showing prediction error values (SEP) of 2.72% and 0.66% for wheat and sunflower meal, respectively. These SEP values showed a significant improvement (19%-49% for sunflower meal and wheat, respectively) in comparison with those obtained using calibrations developed with linear methods.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015M%26PS...50.1512I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015M%26PS...50.1512I"><span id="translatedtitle">A <span class="hlt">compound</span> Ca-, Al-rich <span class="hlt">inclusion</span> from CV3 chondrite Northwest Africa 3118: Implications for understanding processes during CAI formation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ivanova, Marina A.; Lorenz, Cyril A.; Krot, Alexander N.; MacPherson, Glenn J.</p> <p>2015-09-01</p> <p>A calcium-aluminum-rich <span class="hlt">inclusion</span> 3N from the Northwest Africa (NWA) 3118 CV3 carbonaceous chondrite is a unique cm-sized <span class="hlt">compound</span> object, primarily a forsterite-bearing type B (FoB) CAI, that encloses at least 26 smaller CAIs of different types, including compact type A (CTA), B, C, and an ultra-refractory <span class="hlt">inclusion</span>. Relative to typical type A and B CAIs found elsewhere, the bulk compositions of the types A and B CAIs within 3N more closely match the bulk compositions predicted by equilibrium condensation of a gas of solar composition. Being trapped within the FoB melt may have protected them from melt evaporation that affected most "stand-alone" CAIs. 3N originated either as an aggregate of many smaller (mostly types A, B, C) CAIs plus accreted Fo-bearing material (like an amoeboid olivine aggregate) which experienced partial melting of the whole, or else as a FoB melt droplet that collided with and trapped many smaller solid CAIs. In the former case, 3N recorded the earliest accretion of pebble-sized bodies known. In the latter case, the presence of a large number of individual refractory <span class="hlt">inclusions</span> within 3N suggests a very high local density of refractory solids in the immediate region of the host CAI during the brief time while it was melted. Collisions would have occurred on time scales of hours at most, assuming a melt solidification interval for the host CAI of 300-400 °C (maximum) and a cooling rate of ~10 °C/h.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003JMoSt.644...49L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003JMoSt.644...49L"><span id="translatedtitle"><span class="hlt">Inclusion</span> <span class="hlt">compounds</span> between α-, β- and γ-cyclodextrins: iron II lactate: a theoretical and experimental study using diffusion coefficients and molecular mechanics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Leite, Rosiley A.; Lino, Antonio C. S.; Takahata, Yuji</p> <p>2003-01-01</p> <p>The <span class="hlt">inclusion</span> <span class="hlt">compounds</span> between iron II lactate and three different cyclodextrins (CDs) were studied by means of experimental and theoretical data. The importance of iron II in the human metabolism effort the necessity of a minimum concentration to the human life. Malnutrition is one great problem in social politics of many countries on the world. The possibility to the development of novel medicines with the iron II species stable look for an increase on the efficiency for this kind of aid. Kinetics measurements confirm the possibility to stop the oxidation reaction. It was the first indication of efficient molecular encapsulation. Diffusion coefficient measurements were carried out by Taylor-Aris diffusion technique. The decrease of diffusion coefficients measured for iron II lactate when alone and forming the <span class="hlt">inclusion</span> complexes was obtained for all hosts molecules used. Molecular Mechanics calculations were performed to elucidate the perfect arrange of iron II lactate inside CDs cavity. No great differences were obtained to the binding energy for the different hosts. Using the software HyperChem6.03v MM+, AMBER94 and OPLS Forced Fields for iron atom in two chemical environments (a) vacuum and (b) with addition of 250 water molecules (MM+). The solvent treatment was decisive to the order of stability. This order was β-CD>γ-CD>α-CD, the same order of solubility in water. The results contained in this work confirm the possibility to protect iron II lactate against oxidation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509705.pdf"><span id="translatedtitle">The <span class="hlt">Inclusive</span> Classroom: How <span class="hlt">Inclusive</span> Is <span class="hlt">Inclusion</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reid, Claudette M.</p> <p>2010-01-01</p> <p>This paper presents the position that <span class="hlt">inclusion</span> is limited; <span class="hlt">inclusion</span> does not go far enough. The <span class="hlt">inclusive</span> classroom has been assessed to be of benefit both to the teacher and student. There are, however, limits set on <span class="hlt">inclusion</span>. In most classrooms only children with learning disability are included omitting those with severe disabilities,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JMoSt1058..259W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JMoSt1058..259W"><span id="translatedtitle">Growth characteristic, guest distribution, guest ordering and the stability of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with 1-decene, n-decane and mixture of 1-decene and n-decane</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wang, Yan; Ge, Xihui; Zhang, Minqing; Zhu, Huaigong; Zhang, Zijian; Wang, Ming</p> <p>2014-01-01</p> <p>Growth characteristics of urea <span class="hlt">inclusion</span> <span class="hlt">compounds</span> with 1-decene, n-decane and mixture of 1-decene and n-decane (relative mass ratio = 1:1) were studied by CCD high-speed Camera. The present studies show that the speed of UICs growth in tunnel direction is faster than in vertical direction and the length of UICs with 1-decene is shorter than UICs with n-decane, and the length of UICs with mixture is between them due to the influence of the vinyl in 1-decene. The value of R = I(CH2)/I(CH3) and M = I(CHCH2)/I(CH3) in FTIR spectrum of UICs increasing with growth time demonstrates that urea prefers to include n-decane than 1-decene. 13C CP/MAS NMR studies of UICs indicate that the arrangement of 1-decene in UICs is CH3⋯CH3 and CHCH2⋯CH2CH. The arrangement of 1-decene in UICs leads to short chain of UICs with 1-decene in tunnel direction. The 13C CP/MAS NMR spectra of UICs with MIX reveal that there are three different types of arrangement: CH3⋯CH3, CHCH2⋯CH3 and CHCH2⋯CH2CH. The methods of FTIR and DSC were used to test the stability of UICs with different guests. The result shows that UICs with n-decane are stable than UICs with 1-decene. And the stability of UICs with mixture is in the middle.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED367077.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED367077.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schrag, Judy; Burnette, Jane</p> <p>1994-01-01</p> <p>This review of five recent (1992 and 1993) books and journal articles is intended to illuminate characteristics of <span class="hlt">inclusive</span> schools. The review defines <span class="hlt">inclusion</span> as more than merely regular class placement for students with disabilities, to include a philosophy which celebrates diversity and the provision of a continuum of educational options.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18649804','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18649804"><span id="translatedtitle"><span class="hlt">Inclusive</span> teaching.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Billings, Diane M</p> <p>2008-07-01</p> <p><span class="hlt">Inclusive</span> teaching involves being responsive to the diversity represented in the classroom and assisting learners to focus on their culture, attitudes, and beliefs while learning to communicate and collaborate with each other and their patients.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23911930','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23911930"><span id="translatedtitle">Effect of the <span class="hlt">inclusion</span> of chestnut in the finishing diet on volatile <span class="hlt">compounds</span> during the manufacture of dry-cured "Lacón" from Celta pig breed.</span></a></p> <p><a target="_blank" href="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. PMID:23911930</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&pg=3&id=EJ640410','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&pg=3&id=EJ640410"><span id="translatedtitle">Developing <span class="hlt">Inclusivity</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Layer, Geoff</p> <p>2002-01-01</p> <p>Comparison of Higher Education Funding Council for England initiatives for widening participation with those in Australia shows they are focused on recruitment and enrollment. However, to achieve <span class="hlt">inclusion</span> requires more attention to provision based on learner needs, increased financial support for disadvantaged groups, and clear targets in higher…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=civil+AND+law+AND+definition&pg=2&id=EJ556880','ERIC'); return false;" href="http://eric.ed.gov/?q=civil+AND+law+AND+definition&pg=2&id=EJ556880"><span id="translatedtitle"><span class="hlt">Inclusion</span> Means...</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keefe, Charlotte Hendrick; Davis, Ruth</p> <p>1998-01-01</p> <p>Under current law, public and private institutions must educate children with disabilities just as they educate other children. <span class="hlt">Inclusion</span> becomes a civil-rights issue when special-education students' rights are perceived to be violated because of unequal treatment due to segregated programs. A survey of attendees at a summer training institute on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22985203','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22985203"><span id="translatedtitle">Enhanced mineralization of diuron using <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based bioremediation technology.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Villaverde, Jaime; Posada-Baquero, Rosa; Rubio-Bellido, Marina; Laiz, Leonila; Saiz-Jimenez, Cesareo; Sanchez-Trujillo, María A; Morillo, Esmeralda</p> <p>2012-10-10</p> <p>The phenylurea herbicide diuron [N-(3,4-dichlorophenyl)-N,N-dimethylurea] is widely used in a broad range of herbicide formulations and, consequently, it is frequently detected as a major soil and water contaminant in areas where there is extensive use. Diuron has the unfortunate combination of being strongly adsorbed by soil organic matter particles and, hence, slowly degraded in the environment due to its reduced bioavailability. N-Phenylurea herbicides seem to be biodegraded in soil, but it must be kept in mind that this biotic or abiotic degradation could lead to accumulation of very toxic derived <span class="hlt">compounds</span>, such as 3,4-dichloroaniline. Research was conducted to find procedures that might result in an increase in the bioavailability of diuron in contaminated soils, through solubility enhancement. For this purpose a double system composed of hydroxypropyl-β-cyclodextrin (HPBCD), which is capable of forming <span class="hlt">inclusion</span> complexes in solution, and a two-member bacterial consortium formed by the diuron-degrading Arthrobacter sulfonivorans (Arthrobacter sp. N2) and the linuron-degrading Variovorax soli (Variovorax sp. SRS16) was used. This consortium can achieve a complete biodegradation of diuron to CO2 with regard to that observed in the absence of the CD solution, where only a 45% biodegradation was observed. The cyclodextrin-based bioremediation technology here described shows for the first time an almost complete mineralization of diuron in a soil system, in contrast to previous incomplete mineralization based on single or consortium bacterial degradation. PMID:22985203</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22985203','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22985203"><span id="translatedtitle">Enhanced mineralization of diuron using <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based bioremediation technology.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Villaverde, Jaime; Posada-Baquero, Rosa; Rubio-Bellido, Marina; Laiz, Leonila; Saiz-Jimenez, Cesareo; Sanchez-Trujillo, María A; Morillo, Esmeralda</p> <p>2012-10-10</p> <p>The phenylurea herbicide diuron [N-(3,4-dichlorophenyl)-N,N-dimethylurea] is widely used in a broad range of herbicide formulations and, consequently, it is frequently detected as a major soil and water contaminant in areas where there is extensive use. Diuron has the unfortunate combination of being strongly adsorbed by soil organic matter particles and, hence, slowly degraded in the environment due to its reduced bioavailability. N-Phenylurea herbicides seem to be biodegraded in soil, but it must be kept in mind that this biotic or abiotic degradation could lead to accumulation of very toxic derived <span class="hlt">compounds</span>, such as 3,4-dichloroaniline. Research was conducted to find procedures that might result in an increase in the bioavailability of diuron in contaminated soils, through solubility enhancement. For this purpose a double system composed of hydroxypropyl-β-cyclodextrin (HPBCD), which is capable of forming <span class="hlt">inclusion</span> complexes in solution, and a two-member bacterial consortium formed by the diuron-degrading Arthrobacter sulfonivorans (Arthrobacter sp. N2) and the linuron-degrading Variovorax soli (Variovorax sp. SRS16) was used. This consortium can achieve a complete biodegradation of diuron to CO2 with regard to that observed in the absence of the CD solution, where only a 45% biodegradation was observed. The cyclodextrin-based bioremediation technology here described shows for the first time an almost complete mineralization of diuron in a soil system, in contrast to previous incomplete mineralization based on single or consortium bacterial degradation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26344303','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26344303"><span id="translatedtitle">Alginate beads as a carrier for omeprazole/SBA-15 <span class="hlt">inclusion</span> <span class="hlt">compound</span>: A step towards the development of personalized paediatric dosage forms.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Del Gaudio, Pasquale; De Cicco, Felicetta; Sansone, Francesca; Aquino, Rita Patrizia; Adami, Renata; Ricci, Maurizio; Giovagnoli, Stefano</p> <p>2015-11-20</p> <p>The treatment of gastro-esophageal reflux disease (GERD) shows several issues among paediatric patients. This work aims to the formulation of enteric alginate beads loaded with omeprazole (OME) allowing age- and weight-related personalized dosages in children. OME was entrapped in SBA-15 mesoporous <span class="hlt">compound</span>, characterized and loaded into alginate beads by prilling at different OME and alginate concentrations. The beads resulted of homogeneous size, spherical morphology and very consistent in drug loading and distribution. Formulations demonstrated limited swelling and release (about 10%) in simulated gastric fluid (SGF) after 2h and a prolonged release in simulated intestinal fluid (SIF), till 6h, due to a mixed diffusion-case II transport mechanism. The beads were superior to the market product, which showed lower release in SGF but immediate dissolution in SIF. The high alginate beads uniformity and release properties make them a potential novel tool for a personalized treatment of GERD in children. PMID:26344303</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_2 --> <div id="page_3" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="41"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/22415351','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/22415351"><span id="translatedtitle">Fully quantal calculation of H{sub 2} translation-rotation states in the (p-H{sub 2}){sub 2}@5{sup 12}6{sup 4} clathrate hydrate <span class="hlt">inclusion</span> <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Felker, Peter M.</p> <p>2014-11-14</p> <p>The quantal translation-rotation (TR) states of the (p-H{sub 2}){sub 2}@5{sup 12}6{sup 4} clathrate hydrate <span class="hlt">inclusion</span> <span class="hlt">compound</span> have been computed. The ten-dimensional problem (in the rigid-cage and rigid-H{sub 2} approximation) is solved by first approximating the H{sub 2} moieties as spherically symmetric and solving for their 6D translational eigenstates. These are then combined with H{sub 2} free rotational states in a product basis that is used to diagonalize the full TR hamiltonian. The computed low-energy eigenstates have translational components that are essentially identical to the 6D translational eigenstates and rotational components that are 99.9% composed of rotationally unexcited H{sub 2} moieties. In other words, TR coupling is minimal for the low-energy states of the species. The low-energy level structure is found to be substantially more congested than that of the more tightly packed (p-H{sub 2}){sub 4}@5{sup 12}6{sup 4} clathrate species. The level structure is also shown to be understandable in terms of a model of (H{sub 2}){sub 2} as a semirigid diatomic species consisting of two spherically symmetric H{sub 2} pseudo-atoms.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=24709','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=24709"><span id="translatedtitle"><span class="hlt">A</span> <span class="hlt">cyclodextrin</span> dimer with a photocleavable linker as a possible carrier for the photosensitizer in photodynamic tumor therapy</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ruebner, Anja; Yang, Zhiwei; Leung, David; Breslow, Ronald</p> <p>1999-01-01</p> <p><span class="hlt">A</span> <span class="hlt">cyclodextrin</span> dimer has been synthesized with two β-cyclodextrins linked by a flexible chain containing a carbon–carbon double bond. This dimer binds and solubilizes a phthalocyanine-based photosensitizer that generates singlet oxygen on irradiation. When the complex is irradiated, the singlet oxygen cleaves the carbon–carbon link, and the cyclodextrins are released, liberating the photosensitizer into the light path. Ideas about how this phenomenon could be used to make photodynamic tumor therapy into a more selective process are described. PMID:10611274</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19356767','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19356767"><span id="translatedtitle">Determination of endocrine disrupting <span class="hlt">compounds</span> using temperature-dependent <span class="hlt">inclusion</span> chromatography: II. Fast screening of free steroids and related low-molecular-mass <span class="hlt">compounds</span> fraction in the environmental samples derived from surface waters, treated and untreated sewage waters as well as activated sludge material.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zarzycki, Paweł K; Włodarczyk, Elzbieta; Baran, Michał J</p> <p>2009-10-30</p> <p>In the present work solid-phase extraction protocol based on C18 tubes and organic water washing solvents as well as isocratic HPLC procedure focused on quantification of free steroids and related low-molecular-mass endocrine disrupting <span class="hlt">compounds</span> (EDCs), characterized by different polarity varied from estetrol to progesterone, were studied. Described separation method involves temperature-dependent <span class="hlt">inclusion</span> chromatography with mobile phase modified with beta-cyclodextrin. Using such analytical approach the environmental samples derived from Baltic Sea, selected lakes and rivers of the Middle Pomerania in northern part of Poland as well as untreated and treated sewage water from municipal sewage treatment plant near Koszalin were analyzed. Moreover, some preliminary data concerning estriol, testosterone and equilin biodegradation involving activated sludge material were reported. Cluster and principal components analysis of the acquired data sets confirms a high separation and quantification throughput of the solid-phase extraction and isocratic HPLC protocols presented. The method can be useful for simple and rapid classification of the environmental samples characterized by different sources of EDCs loading. The results of this work extend the utility of temperature-dependent <span class="hlt">inclusion</span> chromatography as an inexpensive, efficient and accurate analytical tool appropriate for characterisation and quantification of complex environmental samples. PMID:19356767</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=2&id=EJ950538','ERIC'); return false;" href="http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=2&id=EJ950538"><span id="translatedtitle">Limits to <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hansen, Janne Hedegaard</p> <p>2012-01-01</p> <p>In this article, I will argue that a theoretical identification of the limit to <span class="hlt">inclusion</span> is needed in the conceptual identification of <span class="hlt">inclusion</span>. On the one hand, <span class="hlt">inclusion</span> is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that <span class="hlt">inclusion</span> has a limit in the pedagogical practice. However,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=education+AND+taiwan&pg=5&id=EJ781274','ERIC'); return false;" href="http://eric.ed.gov/?q=education+AND+taiwan&pg=5&id=EJ781274"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Taiwan</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wu-Tien, Wu</p> <p>2007-01-01</p> <p>As an echo of the worldwide movement of <span class="hlt">inclusive</span> education and because of the conviction of <span class="hlt">inclusive</span> ideas, special education in Taiwan is moving toward a goal of <span class="hlt">inclusion</span>, though not necessarily full <span class="hlt">inclusion</span>. While its terminology is as yet undesignated, principles and strategies are significantly reflected in the Special Education Act and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1154924','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1154924"><span id="translatedtitle">Fluid <span class="hlt">Inclusion</span> Gas Analysis</span></a></p> <p><a target="_blank" href="http://www.osti.gov/dataexplorer">DOE Data Explorer</a></p> <p>Dilley, Lorie</p> <p>2013-01-01</p> <p>Fluid <span class="hlt">inclusion</span> gas analysis for wells in various geothermal areas. Analyses used in developing fluid <span class="hlt">inclusion</span> stratigraphy for wells and defining fluids across the geothermal fields. Each sample has mass spectrum counts for 180 chemical species.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ninds.nih.gov/disorders/inclusion_body_myositis/inclusion_body_myositis.htm','NIH-MEDLINEPLUS'); return false;" href="http://www.ninds.nih.gov/disorders/inclusion_body_myositis/inclusion_body_myositis.htm"><span id="translatedtitle"><span class="hlt">Inclusion</span> Body Myositis</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... What is <span class="hlt">Inclusion</span> Body Myositis? <span class="hlt">Inclusion</span> body myositis (IBM) is one of a group of muscle diseases ... muscle weakness. The onset of muscle weakness in IBM is generally gradual (over months or years) and ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=richard+s+foster&pg=3&id=ED396505','ERIC'); return false;" href="http://eric.ed.gov/?q=richard+s+foster&pg=3&id=ED396505"><span id="translatedtitle">Creating an <span class="hlt">Inclusive</span> School.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Villa, Richard A., Ed.; Thousand, Jacqueline S., Ed.</p> <p></p> <p>This collection of readings in support of <span class="hlt">inclusive</span> education for students with disabilities offers rationales for <span class="hlt">inclusion</span>, personal accounts of individuals involved, and strategies for facilitating change. Stressed throughout is the idea that <span class="hlt">inclusion</span> is an attitude or belief system, not an action or set of actions. The readings identify…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=salter&pg=6&id=ED563733','ERIC'); return false;" href="http://eric.ed.gov/?q=salter&pg=6&id=ED563733"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Middle Tennessee</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Salter, Derrick; Ashley, Mandi; Hayes, Brandalyn</p> <p>2013-01-01</p> <p>The overall purpose of this study was to provide school districts within Tennessee with more research about how weekly hours of <span class="hlt">inclusion</span> impact student achievement. Specifically, researchers examined which models of <span class="hlt">inclusion</span> were in use in two school districts in Tennessee, administrators' and teachers' perceptions of <span class="hlt">inclusion</span>, and whether or…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bangladesh&pg=3&id=EJ826701','ERIC'); return false;" href="http://eric.ed.gov/?q=bangladesh&pg=3&id=EJ826701"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Bangladesh</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahsan, Mohammad Tariq; Burnip, Lindsay</p> <p>2007-01-01</p> <p>This article reports on <span class="hlt">inclusive</span> education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of <span class="hlt">inclusive</span> education, but a lack of resources is the main barrier in implementing <span class="hlt">inclusive</span> education. Special education and integrated education models exist in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1099596.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1099596.pdf"><span id="translatedtitle">Footstep towards <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abbas, Faiza; Zafar, Aneeka; Naz, Tayyaba</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> education is a rising trend in the world. The first step towards <span class="hlt">inclusive</span> education is providing the awareness to the general education teachers. This study focused to investigate the general education teachers of primary and secondary level awareness about the special education and <span class="hlt">inclusive</span> education. This study is descriptive method…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED517057.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED517057.pdf"><span id="translatedtitle">Towards <span class="hlt">Inclusive</span> Schooling</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gafoor, K. Abdul</p> <p>2010-01-01</p> <p>Social <span class="hlt">inclusion</span> is the process that will enable every person in society to participate in normal activities of societies they live in, including education, employment, public services and social recreational activities. For the development of an <span class="hlt">inclusive</span> society, preparation of younger generation also needs to be <span class="hlt">inclusive</span>. Our schools must…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3489612','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3489612"><span id="translatedtitle">Exploring flubendazole formulations for use in sheep. Pharmacokinetic evaluation of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-based solution</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2012-01-01</p> <p>Background Flubendazole (FLBZ) is a poor water solubility broad-spectrum BZD methylcarbamate anthelmintic <span class="hlt">compound</span>. Cyclodextrins (CDs) are usually used to increase aqueous solubility of poor hydrosoluble <span class="hlt">compounds</span>. The comparative in vitro aqueous solubility of FLBZ and other BZD anthelmintics in the presence of hydroxypropyl-β-cyclodextrin (HPβCD) was evaluated in the current work. Additionally, the comparative pharmacokinetic behaviour of FLBZ (and its metabolites) administered by the intraruminal (i.r.) or intraabomasal (i.a.) routes to sheep as either an aqueous CDs-based solution or a conventional carboximethylcellulose (CMC) suspension was assessed. Drug solubility studies involving albendazole, mebendazole, oxfendazole and FLBZ were performed in an aqueous solution (pH 1.2 or 7.4) with or without HPβCD (10%, w/v). The pharmacokinetic study involved two experiments. Experiment 1: In a crossover study, sheep received either a FLBZ-CDs solution (n = 3) or a FLBZ-CMC suspension (n = 3) by the i.r. route (3.8 mg/kg). The treatment Groups were reversed after a 21-days washout period. Experiment 2: sheep (n = 4) were treated by the i.a. route with the FLBZ-CDs solution (3.8 mg/kg). Plasma and abomasal fluid samples were collected between 0 and 72 h post-treatment. Samples were analysed by HPLC. Results Improvement of FLBZ aqueous solubility due to CDs resulted markedly higher than that observed for mebendazole and albendazole. However, oppositely to what was expected, the absorption-related pharmacokinetic parameters did not show any marked formulation-dependant effect. After the i.a. administration of FLBZ, the AUC and the Tmax of the parent <span class="hlt">compound</span> were significantly (P < 0.05) reduced, which is consistent with ruminal bypass. Conclusion The administration of FLBZ as a CDs-based solution, does not seem to achieve great practical relevance for parasite control in sheep. PMID:22640491</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/879593','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/879593"><span id="translatedtitle">Chemical Microsensors For Detection Of Explosives And Chemical Warfare Agents</span></a></p> <p><a target="_blank" href="http://www.osti.gov/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('http://pubs.er.usgs.gov/publication/70009796','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70009796"><span id="translatedtitle">Antiferromagnetic <span class="hlt">inclusions</span> in lunar glass</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Thorpe, A.N.; Senftle, F.E.; Briggs, Charles; Alexander, Corrine</p> <p>1974-01-01</p> <p>The magnetic susceptibility of 11 glass spherules from the Apollo 15, 16, and 17 fines and two specimens of a relatively large glass spherical shell were studied as a function of temperature from room temperature to liquid helium temperatures. All but one specimen showed the presence of antiferromagnetic <span class="hlt">inclusions</span>. Closely spaced temperature measurements of the magnetic susceptibility below 77 K on five of the specimens showed antiferromagnetic temperature transitions (Ne??el transitions). With the exception of ilmenite in one specimen, these transitions did not correspond to any transitions in known antiferromagnetic <span class="hlt">compounds</span>. ?? 1974.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=peterson+AND+method&pg=3&id=ED481450','ERIC'); return false;" href="http://eric.ed.gov/?q=peterson+AND+method&pg=3&id=ED481450"><span id="translatedtitle">Achieving an <span class="hlt">Inclusive</span> Graduate Community. <span class="hlt">Inclusiveness</span> Series.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Council of Graduate Schools, Washington, DC.</p> <p></p> <p>Since 1994, the Council of Graduate Schools has awarded the Peterson's Award for Innovation in Promoting an <span class="hlt">Inclusive</span> Graduate Community to one graduate school each year for the leadership it has taken in modeling practices and programs for the graduate community as a whole. This volume is the first in a series that tries to bring the voices of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED405717.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED405717.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> Specialists: Are They Really Fostering <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>Katul, Nadia A.</p> <p></p> <p>This paper includes a qualitative study of the role of "<span class="hlt">inclusion</span> specialists" in schools, a review of the history of special education, accounts of interviews with 17 special and 7 regular educators, accounts of day-long observations of four specialists, and the author's reflections. The literature review focuses on the relationship of regular…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED490698.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED490698.pdf"><span id="translatedtitle">Teachers' Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Elhoweris, Hala; Alsheikh, Negmeldin</p> <p>2004-01-01</p> <p>The purpose of this study was to (a) investigate current teachers' attitudes toward <span class="hlt">inclusion</span>, and to (b) explore possible difference in the general and special education teachers' attitudes toward <span class="hlt">inclusion</span> of students with disabilities in the integrated education classroom. A total of 10 participants from a large mid-western state university…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=paper+AND+ITE&pg=5&id=EJ764256','ERIC'); return false;" href="http://eric.ed.gov/?q=paper+AND+ITE&pg=5&id=EJ764256"><span id="translatedtitle">Embracing <span class="hlt">Inclusive</span> Teacher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moran, Anne</p> <p>2007-01-01</p> <p>This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of <span class="hlt">inclusive</span> attitudes, values and practices. <span class="hlt">Inclusive</span> education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=challenges+AND+functional+AND+structure&pg=4&id=ED491801','ERIC'); return false;" href="http://eric.ed.gov/?q=challenges+AND+functional+AND+structure&pg=4&id=ED491801"><span id="translatedtitle">The <span class="hlt">Inclusion</span> Facilitator's Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jorgensen, Cheryl M.; Schuh, Mary C.; Nisbet, Jan</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> facilitators are educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for <span class="hlt">inclusion</span> in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED364031.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED364031.pdf"><span id="translatedtitle">Resources on <span class="hlt">Inclusive</span> Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hulgin, Kathy, Ed.</p> <p></p> <p>This information packet is intended for use by teachers, parents, administrators, therapists, advocates, and others interested in achieving <span class="hlt">inclusive</span> educational opportunities for students with disabilities. Part I provides reprints of selected readings, including: "Sample Case Studies of <span class="hlt">Inclusive</span> Education" (Janet Duncan); "Public Schools…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED543552.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED543552.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Services Innovation Configuration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holdheide, Lynn R.; Reschly, Daniel J.</p> <p>2011-01-01</p> <p>Teacher preparation to deliver <span class="hlt">inclusive</span> services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. This innovation configuration identifies the components of <span class="hlt">inclusive</span> services that should be incorporated in teacher…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Spider&pg=3&id=EJ1108259','ERIC'); return false;" href="http://eric.ed.gov/?q=Spider&pg=3&id=EJ1108259"><span id="translatedtitle">What Counts as <span class="hlt">Inclusion</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Walton, E.; Nel, N.</p> <p>2012-01-01</p> <p>In the years since the publication in South Africa of White Paper Six: Special needs education (Department of Education (DoE) 2001) various schools in the state and independent sectors have begun to implement <span class="hlt">inclusive</span> policies and practices. With reference to the Guidelines for full-service/<span class="hlt">inclusive</span> schools issued in 2009, and by discussing a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ914571.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ914571.pdf"><span id="translatedtitle">Index for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Allister</p> <p>2005-01-01</p> <p>Index for <span class="hlt">Inclusion</span> is a programme to assist in developing learning and participation in schools. It was written by Tony Booth and Mel Ainscow from the Centre for Studies on <span class="hlt">Inclusive</span> Education, UK. Central Normal School was pleased to have the opportunity to trial this programme.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22ainscow+mel%22&pg=3&id=EJ544488','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&pg=3&id=EJ544488"><span id="translatedtitle">Towards <span class="hlt">Inclusive</span> Schooling.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ainscow, Mel</p> <p>1997-01-01</p> <p>Uses classroom vignettes to examine reasons why schools in the United Kingdom are not yet generally successful in including students with disabilities and suggests simple ways that ordinary teachers can implement <span class="hlt">inclusive</span> practices. These include the importance of teamwork, a school climate which encourages <span class="hlt">inclusive</span> practices, and teacher…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1025166','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=2&id=EJ1025166"><span id="translatedtitle">Understanding <span class="hlt">Inclusion</span> in Cyprus</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mamas, Christoforos</p> <p>2013-01-01</p> <p>This paper provides a framework for understanding <span class="hlt">inclusion</span> in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of <span class="hlt">inclusion</span>, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70059178','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70059178"><span id="translatedtitle">Melt <span class="hlt">inclusions</span>: Chapter 6</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>,; 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 id="translatedtitle">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=3864293','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3864293"><span id="translatedtitle">Limitations of <span class="hlt">inclusive</span> fitness</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Allen, Benjamin; Nowak, Martin A.; Wilson, Edward O.</p> <p>2013-01-01</p> <p>Until recently, <span class="hlt">inclusive</span> fitness has been widely accepted as a general method to explain the evolution of social behavior. Affirming and expanding earlier criticism, we demonstrate that <span class="hlt">inclusive</span> fitness is instead a limited concept, which exists only for a small subset of evolutionary processes. <span class="hlt">Inclusive</span> fitness assumes that personal fitness is the sum of additive components caused by individual actions. This assumption does not hold for the majority of evolutionary processes or scenarios. To sidestep this limitation, <span class="hlt">inclusive</span> fitness theorists have proposed a method using linear regression. On the basis of this method, it is claimed that <span class="hlt">inclusive</span> fitness theory (i) predicts the direction of allele frequency changes, (ii) reveals the reasons for these changes, (iii) is as general as natural selection, and (iv) provides a universal design principle for evolution. In this paper we evaluate these claims, and show that all of them are unfounded. If the objective is to analyze whether mutations that modify social behavior are favored or opposed by natural selection, then no aspect of <span class="hlt">inclusive</span> fitness theory is needed. PMID:24277847</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15772454','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15772454"><span id="translatedtitle"><span class="hlt">Inclusion</span> <span class="hlt">compounds</span> of plant growth regulators in cyclodextrins. V. 4-Chlorophenoxyacetic acid encapsulated in beta-cyclodextrin and heptakis(2,3,6-tri-O-methyl)-beta-cyclodextrin.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tsorteki, Frantzeska; Bethanis, Kostas; Pinotsis, Nikos; Giastas, Petros; Mentzafos, Dimitris</p> <p>2005-04-01</p> <p>The crystal structures of 4-chlorophenoxyacetic acid (4CPA) included in beta-cyclodextrin (beta-CD) and heptakis(2,3,6-tri-O-methyl)-beta-cyclodextrin (TMbetaCD) have been studied by X-ray diffraction. The 4CPA/beta-CD complex crystallizes as a head-to-head dimer in the space group C2 in the Tetrad packing mode. The packing modes of some beta-CD dimeric complexes, having unique stackings, are also discussed. The 4CPA/TMbetaCD <span class="hlt">inclusion</span> complex crystallizes in the space group P2(1) and its asymmetric unit contains two crystallographically independent complexes, complex A and complex B, exhibiting different conformations. The host molecule of complex A is significantly distorted, as a glucosidic residue rotated about the O4'-C1 and C4-O4 bonds forms an aperture where the guest molecule is accommodated. The phenyl moiety of the guest molecule of complex B is nearly perpendicular to the mean plane of the O4n atoms. The conformations of the guest molecules of the two complexes are similar. The crystal packing consists of antiparallel columns as in the majority of the TMbetaCD complexes published so far.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6633189','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6633189"><span id="translatedtitle">Novel <span class="hlt">inclusion</span> in laser crystals</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Ma Xiaoshan; Wang Siting; Jin Zhongru; Shen Yafang; Chen Jiaguang</p> <p>1986-12-01</p> <p>In growing alexandrite crystals, a novel <span class="hlt">inclusion</span> has been found. The <span class="hlt">inclusions</span> are quantitatively analyzed by an electronic probe and the mechanism for forming <span class="hlt">inclusions</span> is suggested. In our Bridgman MgF/sub 2/ crystals, the <span class="hlt">inclusions</span> in <001> direction have also been observed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion%2c+AND+Disability+AND+Culture&pg=5&id=EJ695561','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion%2c+AND+Disability+AND+Culture&pg=5&id=EJ695561"><span id="translatedtitle">Normalizing Difference 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>Baglieri,Susan; Knopf,Janice H.</p> <p>2004-01-01</p> <p><span class="hlt">Inclusion</span> practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although <span class="hlt">inclusion</span> is a moral imperative in promoting social justice, some <span class="hlt">inclusive</span> practices continue to marginalize students with disabilities. A truly <span class="hlt">inclusive</span> school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=5&id=EJ928024','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=5&id=EJ928024"><span id="translatedtitle">Linguistic Diversity and Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Piller, Ingrid; Takahashi, Kimie</p> <p>2011-01-01</p> <p>This introduction provides the framework for the special issue by describing the social <span class="hlt">inclusion</span> agenda of neoliberal market democracies. While the social <span class="hlt">inclusion</span> agenda has been widely adopted, social <span class="hlt">inclusion</span> policies are often blind to the ways in which language proficiency and language ideologies mediate social <span class="hlt">inclusion</span> in linguistically…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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 id="translatedtitle"><span class="hlt">Inclusion</span> Body Myositis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Dimachkie, Mazen M.; Barohn, Richard J.</p> <p>2012-01-01</p> <p>The idiopathic inflammatory myopathies are a group of rare disorders that share many similarities. These include dermatomyositis (DM), polymyositis (PM), necrotizing myopathy (NM), and sporadic <span class="hlt">inclusion</span> body myositis (IBM). <span class="hlt">Inclusion</span> body myositis is the most common idiopathic inflammatory myopathy after age 50 and it presents with chronic proximal leg and distal arm asymmetric mucle weakness. Despite similarities with PM, it is likely that IBM is primarily a degenerative disorder rather than an inflammatory muscle disease. <span class="hlt">Inclusion</span> body myositis is associated with a modest degree of creatine kinase (CK) elevation and an abnormal electromyogram demonstrating an irritative myopathy with some chronicity. The muscle histopathology demonstrates inflammatory exudates surrounding and invading nonnecrotic muscle fibers often times accompanied by rimmed vacuoles. In this chapter, we review sporadic IBM. We also examine past, essentially negative, clinical trials in IBM and review ongoing clinical trials. For further details on DM, PM, and NM, the reader is referred to the idiopathic inflammatory myopathies chapter. PMID:23117948</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23117948','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23117948"><span id="translatedtitle"><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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=3&id=EJ1095043','ERIC'); return false;" href="http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=3&id=EJ1095043"><span id="translatedtitle">Against Being <span class="hlt">Inclusive</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Carlson, Jeffrey</p> <p>2016-01-01</p> <p>The term "<span class="hlt">inclusive</span> excellence," made popular by the Association of American Colleges and Universities and adopted by many schools across the country is in some ways unfortunate, in that the concept of "including," arguably, assumes the priority and ongoing dominance of a given reality into which one may (or may not) be granted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED405665.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED405665.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> Forum, 1994.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Freund, Maxine</p> <p>1994-01-01</p> <p>These two newsletter issues focus on training strategies for developing more <span class="hlt">inclusive</span> programs for children with disabilities and for developing collaborative programs. An interview with Dr. Barbara Wolfe addresses successful inservice teacher training strategies. Additional information in the first issue includes guidelines for empowering…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=organising+AND+management&id=EJ1109442','ERIC'); return false;" href="http://eric.ed.gov/?q=organising+AND+management&id=EJ1109442"><span id="translatedtitle">Collaborative Support for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sanahuja-Gavaldà, Josep M.; Olmos-Rueda, Patricia; Morón-Velasco, Mar</p> <p>2016-01-01</p> <p>Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards <span class="hlt">inclusion</span> often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509288.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509288.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> Art Contest</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mel, Melisa Dauzat</p> <p>2010-01-01</p> <p>The purpose of this study was to ease a school system into the transitions that occur when <span class="hlt">Inclusion</span> is incorporated. An entire Middle School was used to collect data from. The grades in that school were 6th, 7th and 8th grade. The initial intent was to foment a community feeling among the students. The results were completely unexpected as they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=moon+AND+environment&pg=5&id=EJ654472','ERIC'); return false;" href="http://eric.ed.gov/?q=moon+AND+environment&pg=5&id=EJ654472"><span id="translatedtitle"><span class="hlt">Inclusion</span> and Discipline Referrals.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Krank, H. Mark; Moon, Charles E.; Render, Gary F.</p> <p>2002-01-01</p> <p>Discipline referrals for special needs students and other students in a rural K-8 school were examined before and after the school shifted to <span class="hlt">inclusive</span>-school policies and practices. In the year after the shift, discipline referrals declined sharply for special needs students and slightly for other students, reflecting positive social outcomes 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_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=CHILDREN+AND+LEARNING+AND+DISABILITIES+AND+PEERS&pg=5&id=EJ1109519','ERIC'); return false;" href="http://eric.ed.gov/?q=CHILDREN+AND+LEARNING+AND+DISABILITIES+AND+PEERS&pg=5&id=EJ1109519"><span id="translatedtitle">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('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=2&id=EJ945846','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=2&id=EJ945846"><span id="translatedtitle">Exploring <span class="hlt">Inclusive</span> Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Florian, Lani; Black-Hawkins, Kristine</p> <p>2011-01-01</p> <p>This paper reports on a study designed to examine teachers' craft knowledge of their practice of "<span class="hlt">inclusion</span>" in terms of what they do, why and how. The research approach offers an important alternative to studies of students with "additional needs" and the search to articulate the specialist knowledge and skill required to teach them. Through…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=embrace+AND+empowerment&pg=3&id=EJ866737','ERIC'); return false;" href="http://eric.ed.gov/?q=embrace+AND+empowerment&pg=3&id=EJ866737"><span id="translatedtitle"><span class="hlt">Inclusion</span> on the Bookshelf</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jackson, Camille</p> <p>2009-01-01</p> <p>Three decades have passed since federal law mandated <span class="hlt">inclusion</span>--ending, officially at least, a system that segregated students with disabilities from the rest of the student population. The publishing world has yet to catch up. In children's books, characters with disabilities often inhabit their own separate world, where disability is the only…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=MARY+AND+DOUGLAS&id=EJ1021873','ERIC'); return false;" href="http://eric.ed.gov/?q=MARY+AND+DOUGLAS&id=EJ1021873"><span id="translatedtitle">Raising Achievement through <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Persson, Elisabeth</p> <p>2013-01-01</p> <p>In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through <span class="hlt">inclusive</span> practices. The purpose…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150014984','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150014984"><span id="translatedtitle">Nanotubular Toughening <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Park, Cheol (Inventor); Working, Dennis C. (Inventor); Siochi, Emilie J. (Inventor); Harrison, Joycelyn S. (Inventor)</p> <p>2015-01-01</p> <p>Conventional toughening agents are typically rubbery materials or small molecular weight molecules, which mostly sacrifice the intrinsic properties of a matrix such as modulus, strength, and thermal stability as side effects. On the other hand, high modulus <span class="hlt">inclusions</span> tend to reinforce elastic modulus very efficiently, but not the strength very well. For example, mechanical reinforcement with inorganic <span class="hlt">inclusions</span> often degrades the composite toughness, encountering a frequent catastrophic brittle failure triggered by minute chips and cracks. Thus, toughening generally conflicts with mechanical reinforcement. Carbon nanotubes have been used as efficient reinforcing agents in various applications due to their combination of extraordinary mechanical, electrical, and thermal properties. Moreover, nanotubes can elongate more than 20% without yielding or breaking, and absorb significant amounts of energy during deformation, which enables them to also be an efficient toughening agent, as well as excellent reinforcing <span class="hlt">inclusion</span>. Accordingly, an improved toughening method is provided by incorporating nanotubular <span class="hlt">inclusions</span> into a host matrix, such as thermoset and thermoplastic polymers or ceramics without detrimental effects on the matrix's intrinsic physical properties.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED393278.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED393278.pdf"><span id="translatedtitle">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 adaptation/…</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 id="translatedtitle">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/2009JMoSt.928...99D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009JMoSt.928...99D"><span id="translatedtitle">Structure of an <span class="hlt">inclusive</span> <span class="hlt">compound</span> of bis(piperidinium-4-carboxylate)hydrogen semi-tartrate with water and methanol studied by X-ray diffraction, NMR, FTIR and DFT methods</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dega-Szafran, Z.; Fojud, Z.; Katrusiak, A.; Szafran, M.</p> <p>2009-06-01</p> <p>The complex consisting of two piperidine-4-carboxylic acid, L-tartaric acid, water and methanol molecules has been synthesized and characterized by X-ray diffraction, 1H, 13C NMR, 13C CP MAS NMR, FTIR spectra and DFT calculations. The title complex is composed of the following units: piperidinium-4-carboxylate (P4C), piperidinium-4-carboxylic acid (P4CH), semi-tartrate anion (TA), water and methanol; it crystallizes in orthorhombic space group P2 12 12 1. TA anions form infinite chains through the COOH···OOC hydrogen bond of 2.503(5) Å. The zwitterionic P4C molecules are linked by the N +H···OOC hydrogen bond of 2.780(5) Å into chains. The P4CH cation is a bridge between the TA and P4C chains. P4CH and P4C form a homoconjugated cation through the COOH···OOC hydrogen bonds of 2.559(5) Å. Water interacts with TA and P4CH, while methanol interacts only with water. In the optimized molecule of the (P4C) 2H·TA·H 2O·HOCH 3 complex, the components form a cyclic oligomer through four O-H···O and four N-H···O hydrogen bonds. The 1H and 13C NMR spectra elucidate the structure of the title complex in the aqueous solution. The 13C CP MAS NMR spectrum is consistent with the X-ray results. The FTIR spectrum confirms a very complex structure of the title <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Italy&id=EJ1077451','ERIC'); return false;" href="http://eric.ed.gov/?q=Italy&id=EJ1077451"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Italy: Description and Reflections on Full <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo</p> <p>2015-01-01</p> <p><span class="hlt">Inclusion</span> of students with disabilities when appropriate is an important goal of special education for students with special needs. Full <span class="hlt">inclusion</span>, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full <span class="hlt">inclusion</span> on the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/6813588','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/6813588"><span id="translatedtitle">High temperature behavior of metallic <span class="hlt">inclusions</span> in uranium dioxide</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Yang, R.L.</p> <p>1980-08-01</p> <p>The object of this thesis was to construct a temperature gradient furnace to simulate the thermal conditions in the reactor fuel and to study the migration of metallic <span class="hlt">inclusions</span> in uranium oxide under the influence of temperature gradient. No thermal migration of molybdenum and tungsten <span class="hlt">inclusions</span> was observed under the experimental conditions. Ruthenium <span class="hlt">inclusions</span>, however, dissolved and diffused atomically through grain boundaries in slightly reduced uranium oxide. An intermetallic <span class="hlt">compound</span> (probably URu/sub 3/) was formed by reaction of Ru and UO/sub 2-x/. The diffusivity and solubility of ruthenium in uranium oxide were measured.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.mda.org/disease/inclusion-body-myositis/diagnosis','NIH-MEDLINEPLUS'); return false;" href="https://www.mda.org/disease/inclusion-body-myositis/diagnosis"><span id="translatedtitle"><span class="hlt">Inclusion</span>-Body Myositis: Diagnosis</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... How to Get Involved Donate <span class="hlt">Inclusion</span>-Body Myositis (IBM) Share print email share facebook twitter google plus ... Causes/Inheritance Medical Management Research <span class="hlt">Inclusion</span>-Body Myositis (IBM) News Gene Therapy Success in IBM- A Quest ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bureaucracy&pg=3&id=EJ1109413','ERIC'); return false;" href="http://eric.ed.gov/?q=bureaucracy&pg=3&id=EJ1109413"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education under Collectivistic Culture</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Futaba, Yasuko</p> <p>2016-01-01</p> <p>This paper addresses how <span class="hlt">inclusive</span> education under collective culture is possible. <span class="hlt">Inclusive</span> education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in <span class="hlt">inclusive</span> education can be…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309','ERIC'); return false;" href="http://eric.ed.gov/?q=directive+AND+leadership&pg=6&id=ED391309"><span id="translatedtitle">Developing <span class="hlt">Inclusive</span> Schools: A Guide.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hoskins, Barbara</p> <p></p> <p>This workbook provides practical information for developing and implementing <span class="hlt">inclusive</span> school programs through understanding the educator role, using effective problem-solving strategies, and developing a support network to meet the challenges of <span class="hlt">inclusion</span>. Ten chapters cover the following topics: (1) effective <span class="hlt">inclusion</span> (an analysis of the trend…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=+%223d+printing%22+OR+%224d+printing%22++OR+manufacturing+OR+%22new+opportunities+in+manufacturing%22++OR+%22+south+korea%22+&pg=6&id=EJ1037656','ERIC'); return false;" href="http://eric.ed.gov/?q=+%223d+printing%22+OR+%224d+printing%22++OR+manufacturing+OR+%22new+opportunities+in+manufacturing%22++OR+%22+south+korea%22+&pg=6&id=EJ1037656"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in South Korea</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kim, Yong-Wook</p> <p>2014-01-01</p> <p>The purpose of this paper is to examine the current implementation of <span class="hlt">inclusive</span> education in South Korea and discuss its challenges. The history of special education is first described followed by an introduction to policies relevant to special and <span class="hlt">inclusive</span> education. Next, a critical discussion of the state of <span class="hlt">inclusive</span> education follows built…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=michael+AND+bishop&pg=3&id=ED461198','ERIC'); return false;" href="http://eric.ed.gov/?q=michael+AND+bishop&pg=3&id=ED461198"><span id="translatedtitle"><span class="hlt">Inclusion</span>: A Guide for Educators.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stainback, Susan, Ed.; Stainback, William, Ed.</p> <p></p> <p>This book discusses the <span class="hlt">inclusion</span> of students with disabilities in general education classrooms and describes strategies that enhance the social success and educational achievement for all students. Section 1 provides an introduction to <span class="hlt">inclusion</span> and contains the following chapters: "Rationale for <span class="hlt">Inclusive</span> Schooling" (Anastasios Karagiannis and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/1979447','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/1979447"><span id="translatedtitle">How to measure <span class="hlt">inclusive</span> fitness.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Creel, S</p> <p>1990-09-22</p> <p>Although <span class="hlt">inclusive</span> fitness (Hamilton 1964) is regarded as the basic currency of natural selection, difficulty in applying <span class="hlt">inclusive</span> fitness theory to field studies persists, a quarter-century after its introduction (Grafen 1982, 1984; Brown 1987). For instance, strict application of the original (and currently accepted) definition of <span class="hlt">inclusive</span> fitness predicts that no one should ever attempt to breed among obligately cooperative breeders. Much of this confusion may have arisen because Hamilton's (1964) original verbal definition of <span class="hlt">inclusive</span> fitness was not in complete accord with his justifying model. By re-examining Hamilton's original model, a modified verbal definition of <span class="hlt">inclusive</span> fitness can be justified.</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 id="translatedtitle">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=4114289','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4114289"><span id="translatedtitle">Singing and social <span class="hlt">inclusion</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Welch, Graham F.; Himonides, Evangelos; Saunders, Jo; Papageorgi, Ioulia; Sarazin, Marc</p> <p>2014-01-01</p> <p>There is a growing body of neurological, cognitive, and social psychological research to suggest the possibility of positive transfer effects from structured musical engagement. In particular, there is evidence to suggest that engagement in musical activities may impact on social <span class="hlt">inclusion</span> (sense of self and of being socially integrated). Tackling social exclusion and promoting social <span class="hlt">inclusion</span> are common concerns internationally, such as in the UK and the EC, and there are many diverse Government ministries and agencies globally that see the arts in general and music in particular as a key means by which social needs can be addressed. As part of a wider evaluation of a national, Government-sponsored music education initiative for Primary-aged children in England (“Sing Up”), opportunity was taken by the authors, at the request of the funders, to assess any possible relationship between (a) children's developing singing behavior and development and (b) their social <span class="hlt">inclusion</span> (sense of self and of being socially integrated). Subsequently, it was possible to match data from n = 6087 participants, drawn from the final 3 years of data collection (2008–2011), in terms of each child's individually assessed singing ability (based on their singing behavior of two well-known songs to create a “normalized singing score”) and their written responses to a specially-designed questionnaire that included a set of statements related to children's sense of being socially included to which the children indicated their level of agreement on a seven-point Likert scale. Data analyses suggested that the higher the normalized singing development rating, the more positive the child's self-concept and sense of being socially included, irrespective of singer age, sex and ethnicity. PMID:25120514</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/25120514','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25120514"><span id="translatedtitle">Singing and social <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="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. PMID:25120514</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27534311','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27534311"><span id="translatedtitle">Can We Build <span class="hlt">Inclusion</span>?</span></a></p> <p><a target="_blank" href="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> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.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 id="translatedtitle">Policies of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fairchild, Amy L.</p> <p>2004-01-01</p> <p>The racial politics of immigration have punctuated national discussions about immigration at different periods in US history, particularly when concerns about losing an American way of life or American population have coincided with concerns about infectious diseases. Nevertheless, the main theme running through American immigration policy is one of <span class="hlt">inclusion</span>. The United States has historically been a nation reliant on immigrant labor and, accordingly, the most consequential public policies regarding immigration have responded to disease and its economic burdens by seeking to control the behavior of immigrants within our borders rather than excluding immigrants at our borders. PMID:15053996</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982668','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982668"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness in agriculture</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kiers, E. Toby; Denison, R. Ford</p> <p>2014-01-01</p> <p>Trade-offs between individual fitness and the collective performance of crop and below-ground symbiont communities are common in agriculture. Plant competitiveness for light and soil resources is key to individual fitness, but higher investments in stems and roots by a plant community to compete for those resources ultimately reduce crop yields. Similarly, rhizobia and mycorrhizal fungi may increase their individual fitness by diverting resources to their own reproduction, even if they could have benefited collectively by providing their shared crop host with more nitrogen and phosphorus, respectively. Past selection for <span class="hlt">inclusive</span> fitness (benefits to others, weighted by their relatedness) is unlikely to have favoured community performance over individual fitness. The limited evidence for kin recognition in plants and microbes changes this conclusion only slightly. We therefore argue that there is still ample opportunity for human-imposed selection to improve cooperation among crop plants and their symbionts so that they use limited resources more efficiently. This evolutionarily informed approach will require a better understanding of how interactions among crops, and interactions with their symbionts, affected their <span class="hlt">inclusive</span> fitness in the past and what that implies for current interactions. PMID:24686938</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24128435','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24128435"><span id="translatedtitle">[<span class="hlt">Inclusion</span>-body myositis].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Benveniste, O</p> <p>2014-07-01</p> <p>Sporadic <span class="hlt">inclusion</span>-body myositis (sIBM) presents in average at the sixth decade of life and affects three men for one woman. It is a non-lethal, slowly progressive but disabling disease. Except the striated muscles, no other organs (such as the interstitial lung) are involved. The phenotype of this myopathy is particular since it involves the axial muscles (camptocormia, swallowing dysfunction) and limb girdle (notably the quadriceps) but also the distal muscles (in particular the fingers' and wrists' flexors) in a bilateral but non-symmetrical manner. The clinical presentation is then very suggestive of the diagnosis, which remains to be proven by a muscle biopsy. Histological features defining the diagnosis associate endomysial inflammatory infiltrates with frequent invaded fibres (the myositis) and amyloid deposits generally accompanying rimmed vacuoles (the <span class="hlt">inclusions</span>). There is still today a debate to know if this disease is at its beginning a degenerative or an auto-immune condition. Nonetheless, usual immunosuppressive drugs (corticosteroids, azathioprine, methotrexate) or polyvalent immunoglobulines remain ineffective and even may worsen the handicap. Some controlled randomized trials will soon be launched for this condition, but for now, the best therapeutic approach to slow down the rapidity of progression of the disease is to maintain muscle exercise with the help of the physiotherapists.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22181081','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22181081"><span id="translatedtitle">Asymmetric <span class="hlt">inclusion</span> process.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Reuveni, Shlomi; Eliazar, Iddo; Yechiali, Uri</p> <p>2011-10-01</p> <p>We introduce and explore the asymmetric <span class="hlt">inclusion</span> process (ASIP), an exactly solvable bosonic counterpart of the fermionic asymmetric exclusion process (ASEP). In both processes, random events cause particles to propagate unidirectionally along a one-dimensional lattice of n sites. In the ASEP, particles are subject to exclusion interactions, whereas in the ASIP, particles are subject to <span class="hlt">inclusion</span> interactions that coalesce them into inseparable clusters. We study the dynamics of the ASIP, derive evolution equations for the mean and probability generating function (PGF) of the sites' occupancy vector, obtain explicit results for the above mean at steady state, and describe an iterative scheme for the computation of the PGF at steady state. We further obtain explicit results for the load distribution in steady state, with the load being the total number of particles present in all lattice sites. Finally, we address the problem of load optimization, and solve it under various criteria. The ASIP model establishes bridges between statistical physics and queueing theory as it represents a tandem array of queueing systems with (unlimited) batch service, and a tandem array of growth-collapse processes. PMID:22181081</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24686938','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24686938"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness in agriculture.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kiers, E Toby; Denison, R Ford</p> <p>2014-05-19</p> <p>Trade-offs between individual fitness and the collective performance of crop and below-ground symbiont communities are common in agriculture. Plant competitiveness for light and soil resources is key to individual fitness, but higher investments in stems and roots by a plant community to compete for those resources ultimately reduce crop yields. Similarly, rhizobia and mycorrhizal fungi may increase their individual fitness by diverting resources to their own reproduction, even if they could have benefited collectively by providing their shared crop host with more nitrogen and phosphorus, respectively. Past selection for <span class="hlt">inclusive</span> fitness (benefits to others, weighted by their relatedness) is unlikely to have favoured community performance over individual fitness. The limited evidence for kin recognition in plants and microbes changes this conclusion only slightly. We therefore argue that there is still ample opportunity for human-imposed selection to improve cooperation among crop plants and their symbionts so that they use limited resources more efficiently. This evolutionarily informed approach will require a better understanding of how interactions among crops, and interactions with their symbionts, affected their <span class="hlt">inclusive</span> fitness in the past and what that implies for current interactions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1029482','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1029482"><span id="translatedtitle"><span class="hlt">Inclusive</span> and Exclusive |Vub|</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Petrella, Antonio; /Ferrara U. /INFN, Ferrara</p> <p>2011-11-17</p> <p>The current status of the determinations of CKM matrix element |V{sub ub}| via exclusive and <span class="hlt">inclusive</span> charmless semileptonic B decays is reviewed. The large datasets collected at the B-Factories, and the increased precision of theoretical calculations have allowed an improvement in the determination of |V{sub ub}|. However, there are still significant uncertainties. In the exclusive approach, the most precise measurement of the pion channel branching ratio is obtained by an untagged analysis. This very good precision can be reached by tagged analyses with more data. The problem with exclusive decays is that the strong hadron dynamics can not be calculated from first principles and the determination of the form factor has to rely on light-cone sum rules or lattice QCD calculations. The current data samples allow a comparison of different FF models with data distributions. With further developments on lattice calculations, the theoretical error should shrink to reach the experimental one. The <span class="hlt">inclusive</span> approach still provides the most precise |V{sub ub}| determinations. With new theoretical calculations, the mild (2.5{sigma}) discrepancy with respect to the |V{sub ub}| value determined from the global UT fit has been reduced. As in the exclusive approach, theoretical uncertainties represent the limiting factor to the precision of the measurement. Reducing the theoretical uncertainties to a level comparable with the statistical error is challenging. New measurements in semileptonic decays of charm mesons could increase the confidence in theoretical calculations and related uncertainties.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24686938','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24686938"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness in agriculture.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kiers, E Toby; Denison, R Ford</p> <p>2014-05-19</p> <p>Trade-offs between individual fitness and the collective performance of crop and below-ground symbiont communities are common in agriculture. Plant competitiveness for light and soil resources is key to individual fitness, but higher investments in stems and roots by a plant community to compete for those resources ultimately reduce crop yields. Similarly, rhizobia and mycorrhizal fungi may increase their individual fitness by diverting resources to their own reproduction, even if they could have benefited collectively by providing their shared crop host with more nitrogen and phosphorus, respectively. Past selection for <span class="hlt">inclusive</span> fitness (benefits to others, weighted by their relatedness) is unlikely to have favoured community performance over individual fitness. The limited evidence for kin recognition in plants and microbes changes this conclusion only slightly. We therefore argue that there is still ample opportunity for human-imposed selection to improve cooperation among crop plants and their symbionts so that they use limited resources more efficiently. This evolutionarily informed approach will require a better understanding of how interactions among crops, and interactions with their symbionts, affected their <span class="hlt">inclusive</span> fitness in the past and what that implies for current interactions. PMID:24686938</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70013893','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70013893"><span id="translatedtitle">Gas chromatographic analysis of volatiles in fluid and gas <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Andrawes, F.; Holzer, G.; Roedder, E.; Gibson, E.K.; Oro, J.</p> <p>1984-01-01</p> <p>Most geological samples and some synthetic materials contain fluid <span class="hlt">inclusions</span>. These <span class="hlt">inclusions</span> preserve for us tiny samples of the liquid and/or the gas phase that was present during formation, although in some cases they may have undergone significant changes from the original material. Studies of the current composition of the <span class="hlt">inclusions</span> provide data on both the original composition and the change since trapping. These <span class="hlt">inclusions</span> are seldom larger than 1 millimeter in diameter. The composition varies from a single major <span class="hlt">compound</span> (e.g., water) in a single phase to a very complex mixture in one or more phases. The concentration of some of the <span class="hlt">compounds</span> present may be at trace levels. We present here some analyses of <span class="hlt">inclusions</span> in a variety of geological samples, including diamonds. We used a sample crusher and a gas chromatography-mass spectrometry (GC-MS) system to analyze for organic and inorganic volatiles present as major to trace constituents in <span class="hlt">inclusions</span>. The crusher is a hardened stainless-steel piston cylinder apparatus with tungsten carbide crusing surfaces, and is operated in a pure helium atmosphere at a controlled temperature. Samples ranging from 1 mg to 1 g were crushed and the released volatiles were analyzed using multi-chromatographic columns and detectors, including the sensitive helium ionization detector. Identification of the GC peaks was carried out by GC-MS. This combination of procedures has been shown to provide geochemically useful information on the process involved in the history of the samples analyzed. ?? 1984.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24497326','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24497326"><span id="translatedtitle">An order-disorder ferroelectric host-guest <span class="hlt">inclusion</span> <span class="hlt">compound</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhang, Yi; Ye, Heng-Yun; Fu, Da-Wei; Xiong, Ren-Gen</p> <p>2014-02-17</p> <p>The host-guest complex [(DIPA)([18]crown-6)](ClO4) (1; DIPA=2,6-diisopropylanilinium) was constructed and found to undergo a sequence of phase transitions (Ibam-Pbcn-Pna21) at T1=278 K and T2=132 K, respectively. Systematic characterizations, such as differential scanning calorimetry, heat capacity, temperature-dependent dielectric constant, and P-E hysteresis loop, reveal that the centrosymmetric-to-polar phase transition at T2 is a paraelectric-to-ferroelectric transition. The symmetry breaking was also confirmed by temperature-dependent second-harmonic generation effect and X-ray powder diffraction. The ferroelectric mechanism is attributable to the linear motion of the perchlorate counterions accompanied by the order-disorder transition of the [18]crown-6 molecules and the anions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19876969','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19876969"><span id="translatedtitle">Predicting <span class="hlt">inclusion</span> behaviour and framework structures in organic crystals.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cruz-Cabeza, Aurora J; Day, Graeme M; Jones, William</p> <p>2009-12-01</p> <p>We have used well-established computational methods to generate and explore the crystal structure landscapes of four organic molecules of well-known <span class="hlt">inclusion</span> behaviour. Using these methods, we are able to generate both close-packed crystal structures and high-energy open frameworks containing voids of molecular dimensions. Some of these high-energy open frameworks correspond to real structures observed experimentally when the appropriate guest molecules are present during crystallisation. We propose a combination of crystal structure prediction methodologies with structure rankings based on relative lattice energy and solvent-accessible volume as a way of selecting likely <span class="hlt">inclusion</span> frameworks completely ab initio. This methodology can be used as part of a rational strategy in the design of <span class="hlt">inclusion</span> <span class="hlt">compounds</span>, and also for the anticipation of <span class="hlt">inclusion</span> behaviour in organic molecules. PMID:19876969</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013ehep.confE.452R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013ehep.confE.452R"><span id="translatedtitle"><span class="hlt">Inclusive</span> Jets in PHP</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Roloff, P.</p> <p></p> <p>Differential <span class="hlt">inclusive</span>-jet cross sections have been measured in photoproduction for boson virtualities Q^2 < 1 GeV^2 with the ZEUS detector at HERA using an integrated luminosity of 300 pb^-1. Jets were identified in the laboratory frame using the k_T, anti-k_T or SIScone jet algorithms. Cross sections are presented as functions of the jet pseudorapidity, eta(jet), and the jet transverse energy, E_T(jet). Next-to-leading-order QCD calculations give a good description of the measurements, except for jets with low E_T(jet) and high eta(jet). The cross sections have the potential to improve the determination of the PDFs in future QCD fits. Values of alpha_s(M_Z) have been extracted from the measurements based on different jet algorithms. In addition, the energy-scale dependence of the strong coupling was determined.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=7&id=EJ954385','ERIC'); return false;" href="http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=7&id=EJ954385"><span id="translatedtitle">Student Teachers' Attitudes and Beliefs about <span class="hlt">Inclusion</span> and <span class="hlt">Inclusive</span> Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beacham, Nigel; Rouse, Martyn</p> <p>2012-01-01</p> <p>The beliefs and attitudes of teachers are an important element in the development of <span class="hlt">inclusive</span> education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote <span class="hlt">inclusion</span>, although attempts to reform teacher education in order to address issues of inclusion…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=people+AND+lie&pg=5&id=EJ843664','ERIC'); return false;" href="http://eric.ed.gov/?q=people+AND+lie&pg=5&id=EJ843664"><span id="translatedtitle">Possibilities for an <span class="hlt">Inclusive</span> Society in Singapore: Becoming <span class="hlt">Inclusive</span> within</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lim, Levan</p> <p>2009-01-01</p> <p>The envisioning of Singapore as an <span class="hlt">inclusive</span> society has witnessed the most progressive systemic and policy developments concerning people with disabilities in recent years. The building of "heartware" in society (as in the will, values, and attitudes of its citizens) in order to realize the vision of an <span class="hlt">inclusive</span> society, however, requires both…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=frost&pg=3&id=EJ869869','ERIC'); return false;" href="http://eric.ed.gov/?q=frost&pg=3&id=EJ869869"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Identifying Teachers' Perceived Stressors in <span class="hlt">Inclusive</span> Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brackenreed, Darlene</p> <p>2008-01-01</p> <p>This research replicates the study conducted by Forlin (2001) in Churchlands, Western Australia. Forlin's <span class="hlt">Inclusive</span> Education Teacher Stress and Coping Questionnaire was adapted from the original questionnaire to more accurately reflect the language and practice of <span class="hlt">inclusion</span> in Ontario (Frost & Brackenreed, 2004). The purpose of this study was to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ985992','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+social&pg=2&id=EJ985992"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and People with Intellectual Disability and Challenging Behaviour: A Systematic Review</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bigby, Christine</p> <p>2012-01-01</p> <p>Background: Social <span class="hlt">inclusion</span> is central to disability policies internationally. The high risk of social exclusion for people with intellectual disability is <span class="hlt">compounded</span> for those with challenging behaviour. Method: A systematic literature review examined how social <span class="hlt">inclusion</span> of people with intellectual disability and challenging behaviour has been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=service+AND+quality+AND+dimensions&pg=5&id=ED530291','ERIC'); return false;" href="http://eric.ed.gov/?q=service+AND+quality+AND+dimensions&pg=5&id=ED530291"><span id="translatedtitle">Why Program Quality Matters for Early Childhood <span class="hlt">Inclusion</span>: Recommendations for 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>Buysse, Virginia; West, Tracey; Hollingsworth, Heidi</p> <p>2009-01-01</p> <p>Only a handful of states address children with disabilities in their early child care quality rating systems. As a result, few states are evaluating the quality of <span class="hlt">inclusive</span> programs and services. This problem is <span class="hlt">compounded</span> by a lack of consensus on dimensions that define high quality <span class="hlt">inclusion</span> and a need for additional measures of quality…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED369619.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED369619.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education 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>Rodriguez, Dalinda; Tompkins, Richard</p> <p></p> <p>Current trends indicate that schools are moving toward more <span class="hlt">inclusive</span> practices and are attempting to educate the majority of students with exceptional needs in the regular education classroom. Restructuring of schools to implement full <span class="hlt">inclusion</span> will require that school leaders consider six factors that influence change. Creating an atmosphere…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=needs+AND+educational+AND+Special&pg=6&id=EJ1064170','ERIC'); return false;" href="http://eric.ed.gov/?q=needs+AND+educational+AND+Special&pg=6&id=EJ1064170"><span id="translatedtitle"><span class="hlt">Inclusion</span> in Malaysian Integrated Preschools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A.</p> <p>2015-01-01</p> <p><span class="hlt">Inclusive</span> education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of <span class="hlt">inclusive</span> education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Spain&pg=3&id=EJ1103440','ERIC'); return false;" href="http://eric.ed.gov/?q=Spain&pg=3&id=EJ1103440"><span id="translatedtitle">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('http://eric.ed.gov/?q=adapted+AND+physical+AND+activity&pg=3&id=EJ849554','ERIC'); return false;" href="http://eric.ed.gov/?q=adapted+AND+physical+AND+activity&pg=3&id=EJ849554"><span id="translatedtitle">Friendship in <span class="hlt">Inclusive</span> Physical Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seymour, Helena; Reid, Greg; Bloom, Gordon A.</p> <p>2009-01-01</p> <p>Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of <span class="hlt">inclusive</span> education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in <span class="hlt">inclusive</span> physical…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disadvantages+AND+diversity&pg=3&id=EJ928025','ERIC'); return false;" href="http://eric.ed.gov/?q=disadvantages+AND+diversity&pg=3&id=EJ928025"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and Metrolingual Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Otsuji, Emi; Pennycook, Alastair</p> <p>2011-01-01</p> <p>In this paper, we explore the implications of metrolingual language practices for how we understand social <span class="hlt">inclusion</span>. A vision of social <span class="hlt">inclusion</span> that includes bi- and multilingual capacities may comprise an appreciation of a diversity of languages other than English, and the skills and capabilities of multilingual language users, yet it is all…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=educational+AND+inclusion+AND+disabilities+AND+policy+AND+universities&pg=3&id=EJ751060','ERIC'); return false;" href="http://eric.ed.gov/?q=educational+AND+inclusion+AND+disabilities+AND+policy+AND+universities&pg=3&id=EJ751060"><span id="translatedtitle">ITE Students' Attitudes 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>Richards, Gillian; Clough, Peter</p> <p>2004-01-01</p> <p>This article reports a study of initial teacher education students' attitudes to <span class="hlt">inclusion</span>. The cohort investigated was the entire secondary Postgraduate Certificate of Education intake at a university that attracts many of its students from the local region. The study locates these findings among UK policy initiatives for <span class="hlt">inclusion</span>, and makes…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=threat+AND+definition&pg=4&id=EJ597253','ERIC'); return false;" href="http://eric.ed.gov/?q=threat+AND+definition&pg=4&id=EJ597253"><span id="translatedtitle">Threats to the <span class="hlt">Inclusive</span> Movement.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Feiler, Anthony; Gibson, Howard</p> <p>1999-01-01</p> <p>This article explores four key threats to the movement toward <span class="hlt">inclusion</span> within the field of special educational needs: the lack of precision in definitions of <span class="hlt">inclusion</span>; the lack of research evidence, the tendency for some children to experience internal exclusion in the schools, and the continuing inclination to label children. (Author/CR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=eroding&pg=4&id=EJ782699','ERIC'); return false;" href="http://eric.ed.gov/?q=eroding&pg=4&id=EJ782699"><span id="translatedtitle">Building <span class="hlt">Inclusive</span> Cities and Communities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Freiler, Christa</p> <p>2008-01-01</p> <p>Canada prides itself on being an <span class="hlt">inclusive</span> country. Immigrants from all over the world arrive in Canada's cities with their families because they feel welcome and safe. According to research, engagement towards social <span class="hlt">inclusion</span> increased among Canadians during the last 30 last years. These changing values resulted in the creation of official…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=turkey&id=EJ1103442','ERIC'); return false;" href="http://eric.ed.gov/?q=turkey&id=EJ1103442"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diken, Ibrahim H.; Rakap, Salih; Diken, Ozlem; Tomris, Gozde; Celik, Secil</p> <p>2016-01-01</p> <p><span class="hlt">Inclusion</span> of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support <span class="hlt">inclusion</span> and teaching in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1102730.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1102730.pdf"><span id="translatedtitle">Promoting <span class="hlt">Inclusive</span> Education in Ghana</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Djietror, Beauty B. K.; Okai, Edward; Kwapong, Olivia A. T. Frimpong</p> <p>2011-01-01</p> <p><span class="hlt">Inclusive</span> education is critical for nation building. The government of Ghana has put in measures for promoting <span class="hlt">inclusion</span> from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015NatPh..11...82S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015NatPh..11...82S"><span id="translatedtitle">Stiffening solids with liquid <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Style, Robert W.; Boltyanskiy, Rostislav; Allen, Benjamin; Jensen, Katharine E.; Foote, Henry P.; Wettlaufer, John S.; Dufresne, Eric R.</p> <p>2015-01-01</p> <p>From bone and wood to concrete and carbon fibre, composites are ubiquitous natural and synthetic materials. Eshelby’s <span class="hlt">inclusion</span> theory describes how macroscopic stress fields couple to isolated microscopic <span class="hlt">inclusions</span>, allowing prediction of a composite’s bulk mechanical properties from a knowledge of its microstructure. It has been extended to describe a wide variety of phenomena from solid fracture to cell adhesion. Here, we show experimentally and theoretically that Eshelby’s theory breaks down for small liquid <span class="hlt">inclusions</span> in a soft solid. In this limit, an isolated droplet’s deformation is strongly size-dependent, with the smallest droplets mimicking the behaviour of solid <span class="hlt">inclusions</span>. Furthermore, in opposition to the predictions of conventional composite theory, we find that finite concentrations of small liquid <span class="hlt">inclusions</span> enhance the stiffness of soft solids. A straightforward extension of Eshelby’s theory, accounting for the surface tension of the solid-liquid interface, explains our experimental observations. The counterintuitive stiffening of solids by fluid <span class="hlt">inclusions</span> is expected whenever <span class="hlt">inclusion</span> radii are smaller than an elastocapillary length, given by the ratio of the surface tension to Young’s modulus of the solid matrix. These results suggest that surface tension can be a simple and effective mechanism to cloak the far-field elastic signature of <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26395638','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26395638"><span id="translatedtitle">High efficiency transformation of stevioside into a single mono-glycosylated product using <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> glucanotransferase from Paenibacillus sp. CGMCC 5316.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yu, Xuejian; Yang, Jinshui; Li, Baozhen; Yuan, Hongli</p> <p>2015-12-01</p> <p>Stevioside is a non-caloric, natural, high-intensity sweetener. However, the bitter aftertaste of stevioside restricts its utilization for human consumption and limits its application in the food industry. In this study, a high efficiency enzymatic modification system was investigated to improve stevioside taste quality. <span class="hlt">A</span> <span class="hlt">cyclodextrin</span> glucanotransferase (CGTase) producing strain Paenibacillus sp. CGMCC 5316 was isolated from Stevia planting soil. With starch as glycosyl donor, this CGTase can transform stevioside into a single specific product which is an isomer of rebaudioside A and identified as mono-glycosylated stevioside. The taste of stevioside is improved noticeably by generating mono-glycosylated stevioside, which possesses a sucrose-like taste and has sweetness increased significantly by 35.4%. Next, the parameters influencing CGTase production were optimized. Compared to initial conditions, CGTase activity increased by 214.7% under optimum conditions of 3.9 g/L starch, 17.9 g/L tryptone, and 67.6 h of culture time, and the transglycosylation rate of stevioside was remarkably increased by 284.8%, reaching 85.6%. This CGTase modification system provides a promising solution for improving the sweetness and taste quality of stevioside. The efficiency of CGTase transformation can be greatly increased by optimizing the culture conditions of Paenibacillus sp. CGMCC 5316. PMID:26395638</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016APS..MARF42008Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016APS..MARF42008Y"><span id="translatedtitle"><span class="hlt">Inclusion</span> Kinetics of Polyrotaxanes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yokoyama, Hideaki; Takahashi, Shoko; Ito, Kohzo; Yamada, Norifumi</p> <p></p> <p><span class="hlt">Inclusion</span> complex (IC) formation of α-cyclodextrin (α-CD) and poly(ethylene glycol) (PEG) brush in water was investigated by Surface Plasmon Resonance Spectroscopy(SPR), neutron reflectometry(NR) and grazing incident wide angle X-ray scattering(GISANS). Spontaneous IC formation of α-CD with PEG (polyrotaxanes) is believed to be due to hydrophobic interaction between the hydrophobic interior of α-CD and PEG; however, the detail of the IC formation kinetics has not been observed because IC formation results in aggregation and precipitation of the complex. SPR revealed that IC formation occurs after induction period, which often appears in crystallization. When concentration of α-CD solution is 10%, IC consisting randomly oriented α-CD polycrystal appeared. In contrast, when the concentration of α-CD solution is 5%, a uniform 10-nm-thick IC layer with α-CD stacked perpendicular to the substrate appeared. 10-nm-thick IC was also found in the diluted PEG brush in contact with a 10% α-CD solution. The characteristic 10-nm-thick layer is related to the folded crystalline structure of α-CD on PEG brush. Such crystallization was proved to be the main driving force for IC formation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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 id="translatedtitle"><span class="hlt">Inclusion</span> Body Myositis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Barohn, Richard J.</p> <p>2014-01-01</p> <p>The idiopathic inflammatory myopathies (IIM) are a heterogenous group of rare disorders that share many similarities. In addition to sporadic <span class="hlt">inclusion</span> body myositis (IBM), these include dematomyositis (DM), polymyositis (PM), and autoimmune necrotizing myopathy (NM). For discussion of later three disorders, the reader is referred to the IIM review in this issue. IBM is the most common IIM after age 50. It typically presents with chronic insidious proximal leg and/or distal arm asymmetric muscle weakness leading to recurrent falls and loss of dexterity. Creatine kinase (CK) is up to 15 times elevated in IBM and needle electromyograhy (EMG) mostly shows a chronic irritative myopathy. Muscle histopathology demonstrates endomysial inflammatory exudates surrounding and invading non-necrotic muscle fibers often times accompanied by rimmed vacuoles and protein deposits. Despite inflammatory muscle pathology suggesting similarity with PM, it likely that IBM is has a prominent degenerative component as supported by refractoriness to immunosuppressive therapy. We review the evolution of our knowledge in IBM with emphasis on recent developments in the field and discuss ongoing clinical trials. PMID:25037082</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/11541990','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/11541990"><span id="translatedtitle">Gas chromatographic analysis of volatiles in fluid and gas <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="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. PMID:11541990</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AGUFM.V21A2077K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AGUFM.V21A2077K"><span id="translatedtitle">The infidelity of melt <span class="hlt">inclusions</span>?</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kent, A. J.</p> <p>2008-12-01</p> <p>Melt <span class="hlt">inclusions</span> provide important information about magmatic systems and represent unique records of magma composition and evolution. However, it is also clear that melt <span class="hlt">inclusions</span> do not necessarily constitute a petrological 'magic bullet', and potential exists for trapped melt compositions to be modified by a range of <span class="hlt">inclusion</span>-specific processes. These include trapping of diffusional boundary layers, crystallization of the host mineral after trapping and dissolution of co-trapped minerals during homogenization, diffusional exchange between trapped liquid and the host mineral and external melt, and cryptic alteration of trapped material during weathering or hydrothermal alteration. It clearly important to identify when melt <span class="hlt">inclusions</span> are unmodified, and which compositional indices represent the most robust sources of petrogenetic information. In this presentation I review and discuss various approaches for evaluating compositions and compositional variations in <span class="hlt">inclusion</span> suites. An overriding principle is that the variations evident in melt <span class="hlt">inclusions</span> should be able to be understood in terms of petrological processes that are known, or can be reasonably inferred to also effect bulk magma compositions. One common approach is to base petrological conclusions on species that should be more robust, and many workers use variations in incompatible trace elements for this purpose. However important information may also be obtained from a comparison of variations in melt <span class="hlt">inclusions</span> and the lavas that host them, and in most cases this comparison is the key to identifying <span class="hlt">inclusions</span> and suites that are potentially suspect. Comparisons can be made between individual <span class="hlt">inclusions</span> and lavas, although comparison of average <span class="hlt">inclusion</span> composition and the host lava, after correction for differences in crystal fractionation, may also be valuable. An important extension of this is the comparison of the variability of different species in <span class="hlt">inclusions</span> and host lavas. This also provides</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+perception+AND+social+AND+reality&pg=5&id=EJ1094322','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+perception+AND+social+AND+reality&pg=5&id=EJ1094322"><span id="translatedtitle">Nontraditional Student Perceptions of Collegiate <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Witkowsky, Patricia; Mendez, Sylvia; Ogunbowo, Oluwafolakemi; Clayton, Grant; Hernandez, Nancy</p> <p>2016-01-01</p> <p>This study explored student responses to a Student <span class="hlt">Inclusiveness</span> Survey (SIS), with specific attention to nontraditional student responses about collegiate <span class="hlt">inclusion</span>. Specifically, the SIS constructs that related to <span class="hlt">inclusion</span>, the Perceptions of <span class="hlt">Inclusiveness</span> and Institutional Safeguarding of <span class="hlt">Inclusiveness</span>, were analyzed descriptively, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11350157','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11350157"><span id="translatedtitle"><span class="hlt">Inclusion</span> Behavior of 4-Nonylphenol into Cyclodextrin Derivatives.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kawasaki, Naohito; Araki, Mamiko; Nakamura, Takeo; Tanada, Seiki</p> <p>2001-06-01</p> <p>The solubilities of 4-nonylphenol in five kinds of hydroxypropyl-cyclodextrin (HP-CDs) solutions were investigated in order to evaluate them for soil remediation. The relative aqueous-phase concentration of 4-nonylphenol linearly increased with the increasing HP-CD concentration. The addition of HP-beta-CD (degree of substitution, D.S.=0.6) produced the largest change because the inner core of HP-beta-CD is the most hydrophobic. The solubility of 4-nonylphenol in the HP-CD solutions depended upon the cavity diameter and the degree of HP-CD substitution. Both ozone and activated carbon treatments have been using for removing organic <span class="hlt">compounds</span> and foul odor <span class="hlt">compounds</span> from tap water. As the <span class="hlt">inclusion</span> complexes moved into the groundwater, the ozone degradation of the <span class="hlt">inclusion</span> complexes was estimated. The 4-nonylphenol-HP-CD <span class="hlt">inclusion</span> complexes were easily degraded by ozone. The degree of degradation increased with the increasing ozonization time. Weakly acidic <span class="hlt">compounds</span> were produced from the 4-nonylphenol-HP-CD <span class="hlt">inclusion</span> complexes by ozonization. HP-CDs could be used for the removal of 4-nonylphenol from soil. Copyright 2001 Academic Press.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/6248188','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/6248188"><span id="translatedtitle">Granulofilamentous <span class="hlt">inclusions</span> in a meningioma.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goldman, J E; Horoupian, D S; Johnson, A B</p> <p>1980-07-01</p> <p>We have studied the histology, immunocytochemistry, and ultrastructure of a syncytial meningioma which contained the unusual feature of large eosinophilic intracytoplasmic <span class="hlt">inclusions</span>. Electron microscopic examination revealed that these bodies were granular, osmiophilic masses, closely associated with cytoplasmic filaments of intermediate size. Desmosomal junctions with a somewhat abnormal morphology were also observed, and the possible relationship between the <span class="hlt">inclusions</span> and the dense components of desmosomes is discussed. This tumor is also compared to other tumors of the central nervous system with hyaline and granulofilamentous <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ghr.nlm.nih.gov/condition/inclusion-body-myopathy-2','NIH-MEDLINEPLUS'); return false;" href="https://ghr.nlm.nih.gov/condition/inclusion-body-myopathy-2"><span id="translatedtitle">Genetics Home Reference: <span class="hlt">inclusion</span> body myopathy 2</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Conditions <span class="hlt">inclusion</span> body myopathy 2 <span class="hlt">inclusion</span> body myopathy 2 Enable Javascript to view the expand/collapse boxes. ... Open All Close All Description <span class="hlt">Inclusion</span> body myopathy 2 is a condition that primarily affects skeletal muscles , ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26687387','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26687387"><span id="translatedtitle">Substitution of egg yolk by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-cholesterol complex allows a reduction of the glycerol concentration into the freezing medium of equine sperm.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Blommaert, Didier; Franck, Thierry; Donnay, Isabelle; Lejeune, Jean-Philippe; Detilleux, Johann; Serteyn, Didier</p> <p>2016-02-01</p> <p>The aim of this work was to completely replace the egg yolk a classical diluent for freezing equine semen by <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-cholesterol complex. At the same time, the reduction in the glycerol content used for cryopreservation and the incubation time between sperm and the freezing media were evaluated. Horse ejaculates were frozen with four different freezing extenders: a frozen reference medium (IF) containing egg yolk and 2.5% glycerol and media without egg yolk but supplemented with 1.5 mg 2-hydroxypropyl-beta-cyclodextrin cholesterol (HPβCD-C) complex and containing either 1% (G1), 2% (G2) or 3% glycerol (G3). Three incubation times (90, 120 and 180 min) at 4 °C between the fresh semen and the different media were tested before freezing. Viability and motility analyses were performed with computer assisted semen analysis (CASA). Results showed that the freezing media containing the HPβCD-C complex with 1%, 2% and 3% glycerol significantly improve the 3 in vitro parameters of post thawing semen quality (viability, progressive and total mobilities) compared to IF. The best improvement of the parameters was obtained with G1 medium and the longest contact time. The substitution of egg yolk by HPβCD-C complex allows the decrease of protein charge of the medium while favouring the cholesterol supply to membrane spermatozoa offering it a better resistance to osmotic imbalance and a better tolerance to the glycerol toxicity. Our results highlight that the egg yolk of an extender for the freezing of horse semen can be completely substituted by HPβCD-C complex.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1013835','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1013835"><span id="translatedtitle">Polybenzimidazole <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Klaehn, John R.; Peterson, Eric S.; Wertsching, Alan K.; Orme, Christopher J.; Luther, Thomas A.; Jones, Michael G.</p> <p>2010-08-10</p> <p>A PBI <span class="hlt">compound</span> that includes imidazole nitrogens, at least a portion of which are substituted with an organic-inorganic hybrid moiety. At least 85% of the imidazole nitrogens may be substituted. The organic-inorganic hybrid moiety may be an organosilane moiety, for example, (R)Me.sub.2SiCH.sub.2--, where R is selected from among methyl, phenyl, vinyl, and allyl. The PBI <span class="hlt">compound</span> may exhibit similar thermal properties in comparison to the unsubstituted PBI. The PBI <span class="hlt">compound</span> may exhibit a solubility in an organic solvent greater than the solubility of the unsubstituted PBI. The PBI <span class="hlt">compound</span> may be included in separatory media. A substituted PBI synthesis method may include providing a parent PBI in a less than 5 wt % solvent solution. Substituting may occur at about room temperature and/or at about atmospheric pressure. Substituting may use at least five equivalents in relation to the imidazole nitrogens to be substituted or, preferably, about fifteen equivalents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1032876','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1032876"><span id="translatedtitle">Polybenzimidazole <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Klaehn, John R.; Peterson, Eric S.; Orme, Christopher J.; Jones, Michael G.; Wertsching, Alan K.; Luther, Thomas A.; Trowbridge, Tammy L.</p> <p>2011-11-22</p> <p>A PBI <span class="hlt">compound</span> includes imidazole nitrogens at least a portion of which are substituted with a moiety containing a carbonyl group, the substituted imidazole nitrogens being bonded to carbon of the carbonyl group. At least 85% of the nitrogens may be substituted. The carbonyl-containing moiety may include RCO--, where R is alkoxy or haloalkyl. The PBI <span class="hlt">compound</span> may exhibit a first temperature marking an onset of weight loss corresponding to reversion of the substituted PBI that is less than a second temperature marking an onset of decomposition of an otherwise identical PBI <span class="hlt">compound</span> without the substituted moiety. The PBI <span class="hlt">compound</span> may be included in separatory media. A substituted PBI synthesis method may include providing a parent PBI in a less than 5 wt % solvent solution. Substituting may use more than 5 equivalents in relation to the imidazole nitrogens to be substituted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9463908','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9463908"><span id="translatedtitle">Controlling enantioselectivity in chiral capillary electrophoresis with <span class="hlt">inclusion</span>-complexation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fanali, S</p> <p>1997-12-19</p> <p>The separation of chiral <span class="hlt">compounds</span> is of key importance in different fields of application, e.g., pharmaceutical, industrial, forensic, biological, clinical etc. Capillary electrophoresis (CE) is a powerful analytical method applied in chiral analysis and <span class="hlt">inclusion</span>-complexation is one of the most frequently used mechanism to improve the selectivity of the enantiomeric separation. Cyclodextrins and their derivatives or modified crown-ethers have been successfully applied in CE for the enantiomeric separation of a wide number of analytes. This review surveys the separation of enantiomers by CE when chiral selectors, forming <span class="hlt">inclusion</span>-complexation, are used. The control of enantioselectivity can be done carefully by considering several experimental parameters such as chiral selector type and concentration, pH, ionic strength and concentration of the background electrolyte, electroosmotic flow, organic modifier etc. The review presents a list of the latest separation of enantiomers by CE where <span class="hlt">inclusion</span>-complexation plays a key role in the stereoselective separation mechanism.</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://adsabs.harvard.edu/abs/2007AGUFMDI42A..08B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007AGUFMDI42A..08B"><span id="translatedtitle">The Infidelity of Melt <span class="hlt">Inclusions</span>?</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Baker, D. R.; Freda, C.</p> <p>2007-12-01</p> <p>Melt <span class="hlt">inclusions</span> are routinely used as evidence of magmatic compositions prior to volcanic eruptions. However, it has long been known that kinetic processes can modify melt <span class="hlt">inclusion</span> compositions during trapping. We investigated the fidelity of melt <span class="hlt">inclusions</span> as records of magmatic compositions by artificially creating melt <span class="hlt">inclusions</span> through crystallization of plagioclase and clinopyroxene from a hawaiitic basalt bulk composition at 1.0 GPa, 1150 °C, or 75 °C undercooling. We compared melt <span class="hlt">inclusion</span> compositions to those of melts 100's of μm away from the crystals and found measurable differences in the compositions. We modeled the concentration profiles of Al, Fe, P, S, and Cl in front of the crystals using classical impurity rejection theory during growth at a constant rate followed by a growth hiatus during which diffusive relaxation occurred. The values of the growth rates and times were constrained by measured crystal sizes and the experimental duration. The diffusion coefficients for the elements investigated were either calculated from transition state theory (Al, Fe) or measured in the same bulk composition as that used for this study (S and Cl from the literature, new measurements for P). An envelope of models bracket the observed compositional profiles of the elements studied and predict enrichments, or depletions, at the crystal-melt interface that are quantitatively similar to those seen in the melt <span class="hlt">inclusions</span>. The differences between the melt far from the crystals and that at the interface are only 20% (relative) for the major elements, Al, Fe, but are about 50% for S and Cl and can exceed 100% for P. These differences correlate with the relative chemical diffusion coefficients of these ions in the melt. Based upon these experiments and models we advise caution in the use of melt <span class="hlt">inclusions</span> as indicators of pre-eruptive melt compositions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22just+do+it%22&pg=2&id=EJ527669','ERIC'); return false;" href="http://eric.ed.gov/?q=%22just+do+it%22&pg=2&id=EJ527669"><span id="translatedtitle">Why Must <span class="hlt">Inclusion</span> Be Such a Challenge?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Turnbull, Ann P.; Turbiville, Vicki P.</p> <p>1995-01-01</p> <p>This commentary on <span class="hlt">inclusion</span> of children with disabilities in early childhood programs raises issues concerning why so little progress toward <span class="hlt">inclusion</span> has been made; quality of early childhood instruction versus <span class="hlt">inclusion</span> expectations; the need to "just do it" (<span class="hlt">inclusion</span>); and the need to allow for the child's individual preferences. (DB)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&id=EJ933350','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&id=EJ933350"><span id="translatedtitle">Interpreting <span class="hlt">Inclusivity</span>: An Endeavour of Great Proportions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Berlach, Richard George; Chambers, Dianne Joy</p> <p>2011-01-01</p> <p>Commencing with a historical account of how special needs education has informed the <span class="hlt">inclusivity</span> debate, the authors consider the knotty problem of what is meant by <span class="hlt">inclusivity</span>. An examination of the characteristics of <span class="hlt">inclusivity</span> is then undertaken, and a functional school-based <span class="hlt">inclusivity</span> framework--a three-faceted model--is proposed. The model…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED385042.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED385042.pdf"><span id="translatedtitle">The Evaluation of <span class="hlt">Inclusive</span> Education 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>Lipsky, Dorothy Kerzner; Gartner, Alan</p> <p>1995-01-01</p> <p>This bulletin summarizes research on the benefits of <span class="hlt">inclusive</span> education programs; provides data on the current status of special education; and considers studies of individual <span class="hlt">inclusion</span> programs, state and district studies, and the effects of <span class="hlt">inclusion</span> on students without disabilities. The research and evaluation data on <span class="hlt">inclusion</span> indicate a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=schools+AND+inclusive&id=ED534917','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&id=ED534917"><span id="translatedtitle">Diverse Perspectives on <span class="hlt">Inclusive</span> School Communities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tsokova, Diana; Tarr, Jane</p> <p>2012-01-01</p> <p>What is an <span class="hlt">inclusive</span> school community? How do stakeholders perceive their roles and responsibilities towards <span class="hlt">inclusive</span> school communities? How can school communities become more <span class="hlt">inclusive</span> through engagement with individual perspectives? "Diverse Perspectives on <span class="hlt">Inclusive</span> School Communities" captures and presents the voices of a wide range of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=government+AND+contracting&pg=7&id=ED432843','ERIC'); return false;" href="http://eric.ed.gov/?q=government+AND+contracting&pg=7&id=ED432843"><span id="translatedtitle"><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('http://hdl.handle.net/2060/20030001751','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20030001751"><span id="translatedtitle">Multipurpose <span class="hlt">Compound</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1983-01-01</p> <p>Specially formulated derivatives of an unusual basic <span class="hlt">compound</span> known as Alcide may be the answer to effective treatment and prevention of the disease bovine mastitis, a bacterial inflammation of a cow's mammary gland that results in loss of milk production and in extreme cases, death. Manufactured by Alcide Corporation the Alcide <span class="hlt">compound</span> has killed all tested bacteria, virus and fungi, shortly after contact, with minimal toxic effects on humans or animals. Alcide Corporation credits the existence of the mastitis treatment/prevention products to assistance provided the company by NERAC, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=talent+AND+Human&pg=6&id=EJ870783','ERIC'); return false;" href="http://eric.ed.gov/?q=talent+AND+Human&pg=6&id=EJ870783"><span id="translatedtitle">The <span class="hlt">Inclusion</span> of Music/the Music of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lubet, Alex</p> <p>2009-01-01</p> <p>The intention of this paper is to situate music within <span class="hlt">inclusive</span> education. Intersections of music--widely regarded as a "talent" or hyperability--and disability provide unique perspectives on social organisation in general and human valuation in particular. Music is a ubiquitous and an essential component of learning beginning in infancy.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=syndrome+AND+down+AND+book&pg=2&id=ED493257','ERIC'); return false;" href="http://eric.ed.gov/?q=syndrome+AND+down+AND+book&pg=2&id=ED493257"><span id="translatedtitle">Special Teaching for Special Children? Pedagogies for <span class="hlt">Inclusion</span>. <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Ann, Ed.; Norwich, Brahm, Ed.</p> <p>2004-01-01</p> <p>Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of <span class="hlt">inclusion</span> have argued that "good teaching is good teaching for all" and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stock&pg=5&id=EJ1024217','ERIC'); return false;" href="http://eric.ed.gov/?q=stock&pg=5&id=EJ1024217"><span id="translatedtitle">Doing Research <span class="hlt">Inclusively</span>: Bridges to Multiple Possibilities in <span class="hlt">Inclusive</span> Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nind, Melanie; Vinha, Hilra</p> <p>2014-01-01</p> <p>This article reports on a study of how people do research that matters to people with learning disabilities and that involves them and their views and experiences. The study was an attempt to bring together people doing <span class="hlt">inclusive</span> research so that, collectively, we could take stock of our practices. This would add to the individual reports and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057302.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057302.pdf"><span id="translatedtitle">The Needs of <span class="hlt">Inclusive</span> Preschool Teachers about <span class="hlt">Inclusive</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Akalin, Selma; Demir, Seyda; Sucuoglu, Bülbin; Bakkaloglu, Hatice; Iscen, Fadime</p> <p>2014-01-01</p> <p>Problem Statement: Since the law related to the <span class="hlt">inclusion</span> of children with special needs was passed, the number of children with special needs in preschool classrooms has increased each year. Preschool teachers face serious challenges when they teach children with diverse abilities in the same environment. Although most of them support the idea of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED522677.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED522677.pdf"><span id="translatedtitle">The Contours of <span class="hlt">Inclusion</span>: <span class="hlt">Inclusive</span> Arts Teaching and Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Glass, Don; Henderson, Bill; Barnum, Leah; Kronenberg, Deborah; Blair, Kati; Jenkins, Richard; Hurel, Nicole Agois</p> <p>2010-01-01</p> <p>The purpose of this publication is to share models and case examples of the process of <span class="hlt">inclusive</span> arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24590715','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24590715"><span id="translatedtitle">Oxidative refolding from <span class="hlt">inclusion</span> bodies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nelson, Christopher A; Lee, Chung A; Fremont, Daved H</p> <p>2014-01-01</p> <p>This protocol describes the growth and purification of bacterial <span class="hlt">inclusion</span> body proteins with an option to selenomethionine label the targeted protein through feedback inhibition of methionine biosynthesis in common (non-auxotrophic) strains of E. coli. The method includes solubilization of <span class="hlt">inclusion</span> body proteins by chemical denaturation and disulfide reduction, renaturation of the solubilized material through rapid dilution by pulsed injection into refolding buffer containing arginine and a mixture of oxidized and reduced glutathione, recovery of the recombinant protein using a stirred cell concentrator, and removal of the aggregated or misfolded fraction by passage over size-exclusion chromatography. The quality of the resulting protein can be assessed by SDS-PAGE.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9330888','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9330888"><span id="translatedtitle"><span class="hlt">Inclusion</span> body myositis and myopathies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sivakumar, K; Dalakas, M C</p> <p>1997-10-01</p> <p>Sporadic <span class="hlt">inclusion</span> body myositis is a frequent, acquired, adult-onset vacuolar myopathy affecting proximal and distal muscles with a distinct, easily identifiable clinical pattern. Although its primary cause is still unknown, autoimmune, viral, and degenerative processes, alone or in combination, are being considered. A uniform and sustained therapeutic response using the currently available immunomodulatory agents has not yet been achieved. Hereditary, inherited noninflammatory rimmed vacuolar myopathies with similar histologic features, collectively called hereditary <span class="hlt">inclusion</span> body myopathies, are being redefined with the use of molecular genetics. The implications of the recent advances in clinical and basic sciences are discussed in the present review.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=animals&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=68457669&CFTOKEN=34079923','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=231966&keyword=animals&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=68457669&CFTOKEN=34079923"><span id="translatedtitle">Perfluorinated <span class="hlt">Compounds</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Perfluorinated <span class="hlt">compounds</span> such as the perfluoroalkyl acids (PFAAs) and their derivatives are important man-made chemicals that have wide consumer and industrial applications. They are relatively contemporary chemicals, being in use only since the 1950s, and until recently, have be...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045655','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045655"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2001-01-01</p> <p>Seawater and natural brines accounted for about 63% of US magnesium <span class="hlt">compounds</span> production during 2000. Premier Services in Florida, Dow Chemical in Michigan, Martin Marietta Magnesia Specialties, and Rohm & Haas recovered dead-burned and caustic-calcined magnesias from seawater. And Premier Services' recoveries, in Nevada, were from magnasite.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=cultural+AND+issues&id=EJ1103462','ERIC'); return false;" href="http://eric.ed.gov/?q=cultural+AND+issues&id=EJ1103462"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in Israel</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al-Yagon, Michal; Aram, Dorit; Margalit, Malka</p> <p>2016-01-01</p> <p>This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood <span class="hlt">inclusion</span> (ECI) at preschool ages (3-6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=management+AND+stephen&pg=2&id=ED500197','ERIC'); return false;" href="http://eric.ed.gov/?q=management+AND+stephen&pg=2&id=ED500197"><span id="translatedtitle">Managing Special and <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rayner, Steve G.</p> <p>2007-01-01</p> <p>This book is a guide to special and <span class="hlt">inclusive</span> education and provides a comprehensive overview of this complex field. Author Stephen Rayner examines context, policy, and practice, and shows how to successfully navigate the managerial challenges involved, while contributing to the way forward through leadership in a diverse field. The author…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=certification+AND+schemes&pg=4&id=EJ542619','ERIC'); return false;" href="http://eric.ed.gov/?q=certification+AND+schemes&pg=4&id=EJ542619"><span id="translatedtitle">Achieving <span class="hlt">Inclusiveness</span> in Scottish 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>Macbride, George A.</p> <p>1997-01-01</p> <p>Since 1974, the Scottish education system has legally recognized that all children are educable. Since all children are of equal worth, their individual needs are given equal priority. Structural inequalities are being addressed by early intervention and mentoring schemes and links with higher education. Schools are <span class="hlt">inclusive</span> in their curricular…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1045392','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1045392"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education and the Arts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allan, Julie</p> <p>2014-01-01</p> <p>This paper addresses the troubled, problematic and contested field of <span class="hlt">inclusive</span> education, characterised by antagonisms between so-called inclusionists and special educationists; frustration, particularly among disability activists caused by the abstraction of the social model of disability and the expansion of the special educational needs…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=coral&pg=6&id=EJ1103443','ERIC'); return false;" href="http://eric.ed.gov/?q=coral&pg=6&id=EJ1103443"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in Australia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kemp, Coral R.</p> <p>2016-01-01</p> <p>From the introduction of early intervention services in Australian in the mid-1970s, the families of children with intellectual and multiple disabilities have been encouraged to enroll their children in local preschools and childcare centers. Children with disabilities have also accessed a range of alternatives to full <span class="hlt">inclusion</span>, such as reverse…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED383128.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED383128.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education 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>Lipsky, Dorothy Kerzner; Gartner, Alan</p> <p></p> <p>Perspectives on educating persons with disabilities and the move toward <span class="hlt">inclusive</span> education and school restructuring are considered. Trends in the number of students with disabilities and placement patterns are briefly examined. Four categories of students that represent 95 percent of students served are identified: specific learning disabilities,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lipsky&pg=3&id=EJ573484','ERIC'); return false;" href="http://eric.ed.gov/?q=lipsky&pg=3&id=EJ573484"><span id="translatedtitle">Taking <span class="hlt">Inclusion</span> into the Future.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lipsky, Dorothy Kerzner; Gartner, Alan</p> <p>1998-01-01</p> <p>According to the reauthorized Individuals with Disabilities Education Act (1997), education of disabled children should produce outcomes akin to those expected of "regular" students, and disabled students should be educated with other kids. Implementing <span class="hlt">inclusive</span> programs will require visionary leadership, educator collaboration, refocused…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1064663.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1064663.pdf"><span id="translatedtitle">Tracing <span class="hlt">Inclusion</span>: Determining Teacher Attitudes</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Logan, Brenda E.; Wimer, Gregory</p> <p>2013-01-01</p> <p>Though there appears to be an onslaught of No Child Left Behind, there is still more emphasis on testing than ever before. With the new implementation of national common-core standards, many school districts have moved towards full <span class="hlt">inclusive</span> classrooms. However, it is rare that teachers have any input on whether such major decisions are apropos…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=croatia&id=EJ1103441','ERIC'); return false;" href="http://eric.ed.gov/?q=croatia&id=EJ1103441"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in Croatia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ljubešic, Marta; Šimleša, Sanja</p> <p>2016-01-01</p> <p>This article explains early childhood <span class="hlt">inclusion</span> in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED358637.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED358637.pdf"><span id="translatedtitle">Curriculum Adaptation for <span class="hlt">Inclusive</span> Classrooms.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Neary, Tom; And Others</p> <p></p> <p>This manual on curriculum adaptation for <span class="hlt">inclusive</span> classrooms was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities previously at special centers into services at regular school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1102300.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1102300.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Programmes and Provisions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kappen, Mini Dejo</p> <p>2010-01-01</p> <p><span class="hlt">Inclusive</span> education is a practice of teaching handicapped children in regular classrooms with non-handicapped children to the fullest extent possible; such children may have orthopedic, intellectual, emotional, or visual difficulties or handicaps associated with hearing or learning. In India there are constitutional provisions for Inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1089705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1089705.pdf"><span id="translatedtitle">The <span class="hlt">Inclusive</span> Education in Europe</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Manzano-García, Beatriz; Fernández, María Tomé</p> <p>2016-01-01</p> <p>One of the phenomena that is of most concern to educational policy in Europe is immigration due to the fact that this is the source of new educational needs. This research looks at how European educational legislation deals with this topic. For this intercultural values that make <span class="hlt">inclusive</span> education will be evaluated, we will analyze intercultural…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Humanistic+AND+psychology&id=EJ871889','ERIC'); return false;" href="http://eric.ed.gov/?q=Humanistic+AND+psychology&id=EJ871889"><span id="translatedtitle">Developing Movement as <span class="hlt">Inclusive</span> Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peter, Melanie; Walter, Ofra</p> <p>2010-01-01</p> <p>This article details the emergence of a training framework to support professional development in <span class="hlt">inclusive</span> Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/944375','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/944375"><span id="translatedtitle">Primordial Compositions of Refractory <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Grossman, L; Simon, S B; Rai, V K; Thiemens, M H; Hutcheon, I D; Williams, R W; Galy, A; Ding, T; Fedkin, A V; Clayton, R N; Mayeda, T K</p> <p>2008-02-20</p> <p>Bulk chemical and oxygen, magnesium and silicon isotopic compositions were measured for each of 17 Types A and B refractory <span class="hlt">inclusions</span> from CV3 chondrites. After bulk chemical compositions were corrected for non-representative sampling in the laboratory, the Mg and Si isotopic compositions of each <span class="hlt">inclusion</span> were used to calculate its original chemical composition assuming that the heavy-isotope enrichments of these elements are due to Rayleigh fractionation that accompanied their evaporation from CMAS liquids. The resulting pre-evaporation chemical compositions are consistent with those predicted by equilibrium thermodynamic calculations for high-temperature nebular condensates but only if different <span class="hlt">inclusions</span> condensed from nebular regions that ranged in total pressure from 10{sup -6} to 10{sup -1} bar, regardless of whether they formed in a system of solar composition or in one enriched in OC dust relative to gas by a factor of ten relative to solar composition. This is similar to the range of total pressures predicted by dynamic models of the solar nebula for regions whose temperatures are in the range of silicate condensation temperatures. Alternatively, if departure from equilibrium condensation and/or non-representative sampling of condensates in the nebula occurred, the inferred range of total pressure could be smaller. Simple kinetic modeling of evaporation successfully reproduces observed chemical compositions of most <span class="hlt">inclusions</span> from their inferred pre-evaporation compositions, suggesting that closed-system isotopic exchange processes did not have a significant effect on their isotopic compositions. Comparison of pre-evaporation compositions with observed ones indicates that 80% of the enrichment in refractory CaO + Al{sub 2}O{sub 3} relative to more volatile MgO + SiO{sub 2} is due to initial condensation and 20% due to subsequent evaporation for both Type A and Type B <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008GeCoA..72.3001G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008GeCoA..72.3001G"><span id="translatedtitle">Primordial compositions of refractory <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>Grossman, L.; Simon, S. B.; Rai, V. K.; Thiemens, M. H.; Hutcheon, I. D.; Williams, R. W.; Galy, A.; Ding, T.; Fedkin, A. V.; Clayton, R. N.; Mayeda, T. K.</p> <p>2008-06-01</p> <p>Bulk chemical and O-, Mg- and Si-isotopic compositions were measured for each of 17 Types A and B refractory <span class="hlt">inclusions</span> from CV3 chondrites. After bulk chemical compositions were corrected for non-representative sampling in the laboratory, the Mg- and Si-isotopic compositions of each <span class="hlt">inclusion</span> were used to calculate its original chemical composition assuming that the heavy-isotope enrichments of these elements are due to Rayleigh fractionation that accompanied their evaporation from CMAS liquids. The resulting pre-evaporation chemical compositions are consistent with those predicted by equilibrium thermodynamic calculations for high-temperature nebular condensates, but only if different <span class="hlt">inclusions</span> condensed from nebular regions that ranged in total pressure from 10-6 to 10-1 bar, regardless of whether they formed in a system of solar composition or in one enriched in dust of ordinary chondrite composition relative to gas by a factor of 10 compared to solar composition. This is similar to the range of total pressures predicted by dynamic models of the solar nebula for regions whose temperatures are in the range of silicate condensation temperatures. Alternatively, if departure from equilibrium condensation and/or non-representative sampling of condensates in the nebula occurred, the inferred range of total pressure could be smaller. Simple kinetic modeling of evaporation successfully reproduces observed chemical compositions of most <span class="hlt">inclusions</span> from their inferred pre-evaporation compositions, suggesting that closed-system isotopic exchange processes did not have a significant effect on their isotopic compositions. Comparison of pre-evaporation compositions with observed ones indicates that 80% of the enrichment in refractory CaO + Al2O3 relative to more volatile MgO + SiO2 is due to initial condensation and 20% due to subsequent evaporation for both Types A and B <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24813164','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24813164"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of β-cyclodextrin-dinitrocompounds as UV absorber for ballpoint pen ink.</span></a></p> <p><a target="_blank" href="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. PMID:24813164</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AcSpA.129..551S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AcSpA.129..551S"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of β-cyclodextrin-dinitrocompounds as UV absorber for ballpoint pen ink</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Srinivasan, Krishnan; Radhakrishnan, S.; Stalin, Thambusamy</p> <p>2014-08-01</p> <p>2,4-Dinitrophenol (2,4-DNP), 2,4-dinitroaniline (2,4-DNA), 2,6-dinitroaniline (2,6-DNA) and 2,6-dinitrobenzoic acid (2,6-DNB) has appeared for the UV absorption bands in different wavelength region below 400 nm, a combination of these dinitro aromatic <span class="hlt">compounds</span> gave the broad absorption spectra within the UV region. The absorption intensities have been increased by preparation of the <span class="hlt">inclusion</span> complex of dinitro <span class="hlt">compounds</span> with β-cyclodextrin (β-CD). Prepared <span class="hlt">inclusion</span> complexes are used to improve the UV protection properties of the ball point pen ink against photo degradation. The formation of solid <span class="hlt">inclusion</span> complexes was characterized by FT-IR, and 1H NMR spectroscopy. The UV protecting properties of these <span class="hlt">inclusion</span> complexes were calculated their sun protection factor (SPF) is also discussed. The stability of the ballpoint pen ink has been confirmed by UV-Visible spectroscopic method.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70030673','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70030673"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2006-01-01</p> <p>In 2005, seawater and natural brines accounted for 51% of US magnesium <span class="hlt">compounds</span> production. World magnesia production was estimated to be 14.5 Mt. Most of the production came from China, North Korea, Russia and Turkey. Although no specific production figures are available, Japan and the United States are estimated to account for almost one-half of the world's capacity from seawater and brines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012uecp.book...45S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012uecp.book...45S"><span id="translatedtitle">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>Shankland, Kenneth</p> <p></p> <p>For many years, powder X-ray diffraction was used primarily as a fingerprinting method for phase identification in the context of molecular organic materials. In the early 1990s, with only a few notable exceptions, structures of even moderate complexity were not solvable from PXRD data alone. Global optimisation methods and highly-modified direct methods have transformed this situation by specifically exploiting some well-known properties of molecular <span class="hlt">compounds</span>. This chapter will consider some of these properties.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045653','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045653"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2003-01-01</p> <p>Seawater and natural brines accounted for about 60 percent of U.S. magnesium <span class="hlt">compounds</span> production during 2002. Dead-burned and caustic-calcined magnesias were recovered from seawater by Premier Chemicals in Florida. They were also recovered from well brines in Michigan by Dow Chemical, Martin Marietta Magnesia Specialties and Rohm & Haas. And they were recovered from magnesite in Nevada by Premier Chemicals.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010EGUGA..12.6754B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010EGUGA..12.6754B"><span id="translatedtitle">Volatile Release From The Siberian Traps Inferred From Melt <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Black, Benjamin A.; Elkins-Tanton, Linda T.; Rowe, Michael C.; Ukstins Peate, Ingrid</p> <p>2010-05-01</p> <p>The Siberian Traps Large Igneous Province is one of the largest known continental flood volcanic provinces in the Phanerozoic. The quantification of volatile degassing is particularly important because the Siberian Traps have often been invoked as a possible trigger for the end-Permian mass extinction (e.g. Campbell et al., 1992; Wignall, 2001). Volatile degassing provides a crucial mechanism to link mafic volcanic eruption with global environmental change. Mafic flood basalt magmas are expected to have low volatile contents (similar to mid-ocean ridge basalts). However, Siberian Traps magmas were chambered in and erupted through a thick sedimentary basin and may have interacted with, and obtained volatiles from, sedimentary lithologies such as limestone, coal, and evaporite. Melt <span class="hlt">inclusions</span> from the Siberian Traps provide insight into the potential total volatile budget throughout the evolution of the large igneous province. These droplets of trapped melt may preserve volatile species that would otherwise have degassed at the time of eruption. We present data from the analysis of more than 100 melt <span class="hlt">inclusions</span>, including both homogenized <span class="hlt">inclusions</span> and rare glassy <span class="hlt">inclusions</span> with low crystallinity. Many melt <span class="hlt">inclusions</span> from tuffs and flows near the base of the Siberian Traps sequence are substantially enriched in chlorine and fluorine compared to Deccan Traps and Laki melt <span class="hlt">inclusions</span> (Self et al., 2008; Thordarson et al., 1996). These <span class="hlt">inclusions</span> record chlorine concentrations up to ~1400 ppm, and fluorine concentrations up to ~5000 ppm. Olivines from the Maymechinsky suite, recognized as the last extrusive products of Siberian Traps volcanism, contain melt <span class="hlt">inclusions</span> with maximum sulfur concentrations in the range of ~5000 ppm and substantial concentrations of chlorine. Intrusive igneous rocks from the province also display significant volatile contents. A sill from the Ust-Ilimsk region yielded plagioclase-hosted melt <span class="hlt">inclusions</span> which contain chlorine and fluorine</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27218856','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27218856"><span id="translatedtitle">Understanding the Formation of Salt-<span class="hlt">Inclusion</span> Phases: An Enhanced Flux Growth Method for the Targeted Synthesis of Salt-<span class="hlt">Inclusion</span> Cesium Halide Uranyl Silicates.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Morrison, Gregory; Smith, Mark D; Zur Loye, Hans-Conrad</p> <p>2016-06-01</p> <p>Salt-<span class="hlt">inclusion</span> <span class="hlt">compounds</span> (SICs) are known for their structural diversity and their potential applications, including luminescence and radioactive waste storage forms. Currently, the majority of salt-<span class="hlt">inclusion</span> phases are grown serendipitously and the targeted growth of SICs has met with only moderate success. We report an enhanced flux growth method for the targeted growth of SICs. Specifically, the use of (1) metal halide reagents and (2) reactions with small surface area to volume ratios are found to favor the growth of salt-<span class="hlt">inclusion</span> <span class="hlt">compounds</span> over pure oxides and thus enable a more targeted synthetic route for their preparation. The Cs-X-U-Si-O (X = F, Cl) pentanary phase space is used as a model system to demonstrate the generality of this enhanced flux method approach. Single crystals of four new salt-<span class="hlt">inclusion</span> uranyl silicates, [Cs3F][(UO2)(Si4O10)], [Cs2Cs5F][(UO2)2(Si6O17)], [Cs9Cs6Cl][(UO2)7(Si6O17)2(Si4O12)], and [Cs2Cs5F][(UO2)3(Si2O7)2], were grown using this enhanced flux growth method. A detailed discussion of the factors that favor salt-<span class="hlt">inclusion</span> phases during synthesis and why specifically uranyl silicates make excellent frameworks for salt-<span class="hlt">inclusion</span> phases is given. PMID:27218856</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/869893','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/869893"><span id="translatedtitle">Chemical microsensors</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Li, DeQuan; Swanson, Basil I.</p> <p>1995-01-01</p> <p>An article of manufacture is provided including a substrate having an oxide surface layer and a selective thin film of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> derivative chemically bound upon said substrate, said film is adapted for the <span class="hlt">inclusion</span> of a selected organic <span class="hlt">compound</span> therewith. Such an article can be either a chemical sensor capable of detecting a resultant mass change from <span class="hlt">inclusion</span> of the selected organic <span class="hlt">compound</span> or a chemical separator capable of reversibly selectively separating a selected organic <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&pg=4&id=EJ406240','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&pg=4&id=EJ406240"><span id="translatedtitle"><span class="hlt">Inclusivity</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Williams, Sheri</p> <p>1989-01-01</p> <p>This article stresses the importance of local PTA involving all parents in their programs, especially parents from minority groups. This article includes a checklist for rating local PTA. Also included is a brief case study of one PTA's successful efforts to increase the ethnic and language diversity of its membership. (IAH)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24189259','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24189259"><span id="translatedtitle">Application of DNA chip scanning technology for automatic detection of Chlamydia trachomatis and Chlamydia pneumoniae <span class="hlt">inclusions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bogdanov, Anita; Endrész, Valeria; Urbán, Szabolcs; Lantos, Ildikó; Deák, Judit; Burián, Katalin; Önder, Kamil; Ayaydin, Ferhan; Balázs, Péter; Virok, Dezso P</p> <p>2014-01-01</p> <p>Chlamydiae are obligate intracellular bacteria that propagate in the <span class="hlt">inclusion</span>, a specific niche inside the host cell. The standard method for counting chlamydiae is immunofluorescent staining and manual counting of chlamydial <span class="hlt">inclusions</span>. High- or medium-throughput estimation of the reduction in chlamydial <span class="hlt">inclusions</span> should be the basis of testing antichlamydial <span class="hlt">compounds</span> and other drugs that positively or negatively influence chlamydial growth, yet low-throughput manual counting is the common approach. To overcome the time-consuming and subjective manual counting, we developed an automatic <span class="hlt">inclusion</span>-counting system based on a commercially available DNA chip scanner. Fluorescently labeled <span class="hlt">inclusions</span> are detected by the scanner, and the image is processed by ChlamyCount, a custom plug-in of the ImageJ software environment. ChlamyCount was able to measure the <span class="hlt">inclusion</span> counts over a 1-log-unit dynamic range with a high correlation to the theoretical counts. ChlamyCount was capable of accurately determining the MICs of the novel antimicrobial <span class="hlt">compound</span> PCC00213 and the already known antichlamydial antibiotics moxifloxacin and tetracycline. ChlamyCount was also able to measure the chlamydial growth-altering effect of drugs that influence host-bacterium interaction, such as gamma interferon, DEAE-dextran, and cycloheximide. ChlamyCount is an easily adaptable system for testing antichlamydial antimicrobials and other <span class="hlt">compounds</span> that influence Chlamydia-host interactions. PMID:24189259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1233459','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1233459"><span id="translatedtitle">Differentiating <span class="hlt">inclusion</span> complexes from host molecules by tapping-mode atomic force microscopy.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Muñoz-Botella, S; Martin, M A; del Castillo, B; Vázquez, L</p> <p>1996-01-01</p> <p>Tapping-mode atomic force microscopy imaging under different cantilever vibration amplitudes has been used to differentiate the host beta-cyclodextrin nanotubes from retinal/beta-cyclodextrin <span class="hlt">inclusion</span> complex nanotubes. It was observed that both <span class="hlt">compounds</span> were deformed differently by the applied probe force because of their different local rigidity. This change in the elasticity properties can be explained as a consequence of the <span class="hlt">inclusion</span> process. This method shows that tapping-mode atomic force microscopy is an useful tool to map soft sample elasticity properties and to distinguish <span class="hlt">inclusion</span> complexes from their host molecules on the basis of their different mechanical response. Images FIGURE 1 FIGURE 2 FIGURE 3 PMID:8804591</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045654','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045654"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2002-01-01</p> <p>Seawater and natural brines accounted for about 60% of US magnesium <span class="hlt">compounds</span> production in 2001. Dead-burned and caustic-calcined magnesias were recovered from seawater in Florida by Premier Chemicals. They were also recovered from Michigan well brines by Dow Chemical, Martin Marietta Magnesia Specialties and Rohm & Haas. And Premier Chemicals recovered dead-burned and caustic-calcined magnesias from magnesite in Nevada. Reilly Industries and Great Salt Lake Minerals recovered magnesium chloride brines from the Great Salt Lake in Utah.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70044884','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044884"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2010-01-01</p> <p>Seawater and natural brines accounted for about 40 percent of U.S. magnesium <span class="hlt">compounds</span> production in 2009. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties from well brines in Michigan. Caustic-calcined magnesia was recovered from seawater by Premier Chemicals in Florida, from well brines in Michigan by Martin Marietta and from magnesite in Nevada by Premier Chemicals. Intrepid Potash-Wendover, and Great Salt Lake Minerals Corp. recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from seawater by SPI Pharma in Delaware and Premier Chemicals in Florida, and by Martin Marietta from its operation mentioned above.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70044897','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044897"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2011-01-01</p> <p>Seawater and natural brines accounted for about 54 percent of U.S. magnesium <span class="hlt">compounds</span> production in 2010. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties from well brines in Michigan. Caustic-calcined magnesia was recovered from seawater by Premier Magnesia in Florida, from well brines in Michigan by Martin Marietta and from magnesite in Nevada by Premier Magnesia. Intrepid Potash-Wendover and Great Salt Lake Minerals Corp. recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from seawater by SPI Pharma in Delaware and Premier Magnesia in Florida, and by Martin Marietta from its operation mentioned above.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21846320','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21846320"><span id="translatedtitle">Recent patents on amylose-flavor <span class="hlt">inclusion</span> complex nano particles preparation and their application.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Feng, Tao; Zhuang, Hai N; Xiao, Zuo B; Tian, Huai X</p> <p>2011-09-01</p> <p>Lipophilic and hydrophilic <span class="hlt">compounds</span> that are solubilized in the form of nano-sized particles, or "nanoparticles", can be used in pharmacology, in the production of food additives, cosmetics, and agriculture, as well as in pet foods and veterinary products, amongst other uses. This review focuses on nanoparticles and methods for the production of soluble nanoparticles and, in particular, <span class="hlt">inclusion</span> complexes of water-insoluble lipophilic and water-soluble hydrophilic organic materials, especially flavor <span class="hlt">compounds</span>. The host molecule is namely V-amylose or modified starch molecule, which could form a cavity to fix or secure guest molecules. Thus, the V-amylose molecular properties and the molecular <span class="hlt">inclusion</span> complex formation mechanism is firstly introduced, then amylose-other ingredients <span class="hlt">inclusion</span> complex preparation and application are listed, finally amylose-flavor molecular <span class="hlt">inclusion</span> complex preparations and its application have been overviewed. Through this review, it is concluded that amylose-small chemical molecule <span class="hlt">inclusion</span> complexes, especially amylose-flavor <span class="hlt">inclusion</span> complexes have a marvelous application prospect and have great significance to develop the nano-product application field. This paper reviews the recent patents on amylose-flavour <span class="hlt">inclusion</span> complex nano particles preparation and their application.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Astronomers&pg=5&id=EJ531437','ERIC'); return false;" href="http://eric.ed.gov/?q=Astronomers&pg=5&id=EJ531437"><span id="translatedtitle">Women in Astronomy: <span class="hlt">Inclusion</span> in Introductory Textbooks.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Larsen, Kristine M.</p> <p>1995-01-01</p> <p>Discusses the reasons for identifying the contributions of women astronomers in introductory textbooks. The evolution of <span class="hlt">inclusion</span> over the past 4 decades is explored by examining the rates of <span class="hlt">inclusion</span> of 10 women astronomers in textbooks. Contains 100 references. (DDR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70045651','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70045651"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2007-01-01</p> <p>Seawater and natural brines accounted for about 52 percent of U.S. magnesium <span class="hlt">compounds</span> production in 2006. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties from well brines in Michigan. Caustic-calcined magnesia was recovered from sea-water by Premier Chemicals in Florida; from well brines in Michigan by Martin Marietta and Rohm and Haas; and from magnesite in Nevada by Premier Chemicals. Intrepid Potash-Wendover and Great Salt Lake Minerals recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from brucite by Applied Chemical Magnesias in Texas, from seawater by SPI Pharma in Delaware and Premier Chemicals in Florida, and by Martin Marietta and Rohm and Haas from their operations mentioned above. About 59 percent of the magnesium <span class="hlt">compounds</span> consumed in the United States was used for refractories that are used mainly to line steelmaking furnaces. The remaining 41 percent was consumed in agricultural, chemical, construction, environmental and industrial applications.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011CPL...515..127A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011CPL...515..127A"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of α-cyclodextrin and the cisplatin analogues oxaliplatin, carboplatin and nedaplatin: A theoretical approach</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Anconi, Cleber P. A.; da Silva Delgado, Luciano; Alves dos Reis, João B.; De Almeida, Wagner B.; Costa, Luiz Antônio S.; Dos Santos, Hélio F.</p> <p>2011-10-01</p> <p>Quantum mechanics theoretical methodology has been applied in order to access and compare the relative stability of <span class="hlt">inclusion</span> <span class="hlt">compounds</span> formed by α-CD and the platinum (II) based drugs carboplatin, oxaliplatin and nedaplatin. The relative stability of the studied <span class="hlt">inclusion</span> <span class="hlt">compounds</span> has been discussed based on the number and type of hydrogen bonds identified between host and guest molecules. The evaluated energies at B3LYP/6-31G ∗ level of theory strongly indicates that α-CD forms stable supramolecular systems with all studied cisplatin analogues, being the carboplatin@α-CD found as the most favorable <span class="hlt">inclusion</span> complex among the platinum (II) derivatives studied in the present paper.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=earth+AND+environment&pg=6&id=EJ897686','ERIC'); return false;" href="http://eric.ed.gov/?q=earth+AND+environment&pg=6&id=EJ897686"><span id="translatedtitle">Forging <span class="hlt">Inclusive</span> Solutions: Experiential Earth Charter Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hill, Linda D.</p> <p>2010-01-01</p> <p>Forging <span class="hlt">Inclusive</span> Solutions describes the aims, methodology and outcomes of <span class="hlt">Inclusive</span> Leadership Adventures, an experiential education curriculum for exploring the Earth Charter. Experiential education builds meaningful relationships, skills, awareness and an <span class="hlt">inclusive</span> community based on the Earth Charter principles. When we meet people where they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/7095507','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/7095507"><span id="translatedtitle">Ultrastructural cytochemical analysis of intranuclear arsenic <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Sorensen, E.M.B.</p> <p>1987-01-01</p> <p>To establish the chemical composition of the arsenic <span class="hlt">inclusion</span>, freshly isolated preparations of <span class="hlt">inclusions</span> and epon-embedded thin sections of <span class="hlt">inclusions</span> were subjected to ultrastructural cytochemical analysis. Intranuclear <span class="hlt">inclusions</span> are composed of amorphous, arsenic-containing subunits aligned linearly to form a coiled complex. Lipase, ribonuclease, deoxyribonuclease, trypsin, pepsin, protease, amylase, or ethylenediaminetetraacetic acid (EDTA) was used to digest or chelate these <span class="hlt">inclusions</span>. Following enzymatic digestion or chelation, the electron opacity of <span class="hlt">inclusions</span> was compared with that of control sections exposed for equal times to equivalent solutions lacking the enzymes. Exposure to amylase caused a consistent reduction in the electron opacity of thin sections of <span class="hlt">inclusions</span> and almost complete digestion of the freshly isolated preparations of <span class="hlt">inclusions</span>. This was indicative of the presence of a carbohydrate moiety within arsenic <span class="hlt">inclusions</span>. Incubation of <span class="hlt">inclusions</span> with EDTA resulted in solubilization of freshly isolated and thin-sectioned embedded material. These data indicated that the intranuclear arsenic <span class="hlt">inclusion</span> is composed of both metallic and carbohydrate moieties, confirming earlier studies which identified arsenic within <span class="hlt">inclusions</span> using instrumental neutron activation analysis and x-ray microprobe analysis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1029899','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education&pg=3&id=EJ1029899"><span id="translatedtitle">Measuring <span class="hlt">Inclusive</span> Education Outcomes in Alberta, Canada</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Loreman, Tim</p> <p>2014-01-01</p> <p>This study details the results of a review of the academic and public sector literature on measuring <span class="hlt">inclusive</span> education in large systems. It highlights some outcomes drawn from the international literature on <span class="hlt">inclusion</span> that might be indicative of the presence and quality of <span class="hlt">inclusive</span> education in an effort to develop a set of outcomes for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=public+AND+relations+AND+definition&pg=5&id=EJ915329','ERIC'); return false;" href="http://eric.ed.gov/?q=public+AND+relations+AND+definition&pg=5&id=EJ915329"><span id="translatedtitle"><span class="hlt">Inclusion</span>: By Choice or by Chance?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Armstrong, Derrick; Armstrong, Ann Cheryl; Spandagou, Ilektra</p> <p>2011-01-01</p> <p>This paper explores the development internationally of the <span class="hlt">inclusive</span> education perspective. <span class="hlt">Inclusive</span> education as a late modernity reform project is exemplified in the call for "Education for All". Despite the simplicity of its message, <span class="hlt">inclusion</span> is highly contestable. We argue in this paper that the key questions raised by the concept of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=physical+AND+preparation+AND+training&id=EJ1095860','ERIC'); return false;" href="http://eric.ed.gov/?q=physical+AND+preparation+AND+training&id=EJ1095860"><span id="translatedtitle"><span class="hlt">Inclusive</span> Classes in Physical Education: Teachers' Difficulties</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Toloi, Gabriela Gallucci; Manzini, Eduardo José; Spoldaro, Diego Machado; Zacarias, Lucas Ventura</p> <p>2016-01-01</p> <p>The successful <span class="hlt">inclusion</span> of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in <span class="hlt">inclusive</span> settings in Brazil has demonstrated the need for specialized training in strategies for implementing <span class="hlt">inclusion</span>. The goal of this study was to identify,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=nvivo&id=EJ1095510','ERIC'); return false;" href="http://eric.ed.gov/?q=nvivo&id=EJ1095510"><span id="translatedtitle">Teachers' Experience with <span class="hlt">Inclusive</span> Education in Singapore</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; Huan, Vivien S.</p> <p>2016-01-01</p> <p>Teachers' positive attitude is most critically and consistently associated with successful <span class="hlt">inclusion</span>. However, little is known about teachers' first-hand encounters with <span class="hlt">inclusive</span> education in Singapore. We present findings from a qualitative study on <span class="hlt">inclusion</span> based on focus group interviews with 202 teachers from 41 resourced primary schools.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1040134.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1040134.pdf"><span id="translatedtitle">Elements of <span class="hlt">Inclusion</span>: Findings from the Field</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2014-01-01</p> <p>The Ministry of Education has set the target of 100% of New Zealand schools to be "mostly" <span class="hlt">inclusive</span> by 2014. But what are the essential elements of <span class="hlt">inclusion</span>? This paper explores essential core elements that allow <span class="hlt">inclusion</span> to flourish. Based on an extensive time in the field as part of a year-long doctoral research project, these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Dussel&id=ED526393','ERIC'); return false;" href="http://eric.ed.gov/?q=Dussel&id=ED526393"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Examining Equity on Five Continents</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Artiles, Alfredo J., Ed.; Kozleski, Elizabeth B., Ed.; Waitoller, Federico R., Ed.</p> <p>2011-01-01</p> <p>Despite the impressive growth of <span class="hlt">inclusive</span> education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of <span class="hlt">inclusive</span> education by analyzing equity concerns that have emerged from the implementation of <span class="hlt">inclusive</span> education models in nine nations on five…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ994981.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ994981.pdf"><span id="translatedtitle">Ingredients for <span class="hlt">Inclusion</span>: Lessons from the Literature</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2012-01-01</p> <p>This paper explores features of successful <span class="hlt">inclusion</span> through examples found in the literature. Schools have been given the imperative to become more <span class="hlt">inclusive</span> through various government pronouncements and initiatives, but guidance in achieving that goal has been arguably wanting. School communities that have demonstrated more <span class="hlt">inclusive</span> practice…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=national+AND+realities&id=EJ922785','ERIC'); return false;" href="http://eric.ed.gov/?q=national+AND+realities&id=EJ922785"><span id="translatedtitle"><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('http://eric.ed.gov/?q=inclusion&pg=6&id=EJ863241','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=6&id=EJ863241"><span id="translatedtitle"><span class="hlt">Inclusive</span> Attitudes: A Pre-Service Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ryan, Thomas G.</p> <p>2009-01-01</p> <p>This enquiry has shown that pre-service teachers in Ontario, Canada (n = 141), believe they have the prerequisite training and knowledge to be <span class="hlt">inclusive</span> educators. They believe <span class="hlt">inclusion</span> is effective and produces required results for both identified and non-identified students. <span class="hlt">Inclusion</span> was viewed as a difficult proposition dependent upon several…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/7148000','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/7148000"><span id="translatedtitle">Bismaleimide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Adams, J.E.; Jamieson, D.R.</p> <p>1986-01-14</p> <p>Bismaleimides of the formula shown in the diagram wherein R[sub 1] and R[sub 2] each independently is H, C[sub 1-4]-alkyl, C[sub 1-4]-alkoxy, Cl or Br, or R[sub 1] and R[sub 2] together form a fused 6-membered hydrocarbon aromatic ring, with the proviso that R[sub 1] and R[sub 2] are not t-butyl or t-butoxy; X is O, S or Se; n is 1--3; and the alkylene bridging group, optionally, is substituted by 1--3 methyl groups or by fluorine, form polybismaleimide resins which have valuable physical properties. Uniquely, these <span class="hlt">compounds</span> permit extended cure times, i.e., they remain fluid for a time sufficient to permit the formation of a homogeneous melt prior to curing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/865740','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/865740"><span id="translatedtitle">Bismaleimide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Adams, Johnnie E.; Jamieson, Donald R.</p> <p>1986-01-14</p> <p>Bismaleimides of the formula ##STR1## wherein R.sub.1 and R.sub.2 each independently is H, C.sub.1-4 -alkyl, C.sub.1-4 -alkoxy, C1 or Br, or R.sub.1 and R.sub.2 together form a fused 6-membered hydrocarbon aromatic ring, with the proviso that R.sub.1 and R.sub.2 are not t-butyl or t-butoxy; X is O, S or Se; n is 1-3; and the alkylene bridging group, optionally, is substituted by 1-3 methyl groups or by fluorine, form polybismaleimide resins which have valuable physical properties. Uniquely, these <span class="hlt">compounds</span> permit extended cure times, i.e., they remain fluid for a time sufficient to permit the formation of a homogeneous melt prior to curing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70044814','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70044814"><span id="translatedtitle">Magnesium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Kramer, D.A.</p> <p>2012-01-01</p> <p>Seawater and natural brines accounted for about 57 percent of magnesium <span class="hlt">compounds</span> produced in the United States in 2011. Dead-burned magnesia was produced by Martin Marietta Magnesia Specialties LLC from well brines in Michigan. Caustic-calcined magnesia was recovered from seawater by Premier Magnesia LLC in Florida, from well brines in Michigan by Martin Marietta and from magnesite in Nevada by Premier Magnesia. Intrepid Potash Wendover LLC and Great Salt Lake Minerals Corp. recovered magnesium chloride brines from the Great Salt Lake in Utah. Magnesium hydroxide was produced from seawater by SPI Pharma Inc. in Delaware and Premier Magnesia in Florida, and by Martin Marietta from its brine operation in Michigan.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=cognitive+AND+fit&pg=6&id=EJ1037695','ERIC'); return false;" href="http://eric.ed.gov/?q=cognitive+AND+fit&pg=6&id=EJ1037695"><span id="translatedtitle">Questioning Secondary <span class="hlt">Inclusive</span> Education: Are <span class="hlt">Inclusive</span> Classrooms Always Best for Students?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tkachyk, Ruth Elizabeth</p> <p>2013-01-01</p> <p>Educating students with special needs in <span class="hlt">inclusive</span> settings has become a priority for westernized governments as they strive to create more <span class="hlt">inclusive</span> societies. While recognizing the societal benefits of <span class="hlt">inclusion</span>, teachers and parents question whether or not implementation of full <span class="hlt">inclusion</span> will come at the expense of learners' individual…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/8817995','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/8817995"><span id="translatedtitle">Analytical applications of retinoid-cyclodextrin <span class="hlt">inclusion</span> complexes. 1. Characterization of a retinal-beta-cyclodextrin complex.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Muñoz Botella, S; Martìn, M A; del Castillo, B; Menéndez, J C; Vázquez, L; Lerner, D A</p> <p>1996-06-01</p> <p>In studies in these laboratories on the supramolecular chemistry of the retinoids, it has been recently confirmed that <span class="hlt">inclusion</span> of these substances within the cavity of cyclodextrins protects their excited states, thus improving their photochemical stability. In the present paper, the isolation is described of a crystalline stable complex between retinal and beta-cyclodextrin, which has been characterized by means of several techniques including atomic force microscopy (AFM). The complex shows distinct spectroscopic differences from both retinal and beta-cyclodextrin. Thus, it absorbs at lambda(max) = 380 nm in water whereas retinal is insoluble; it shows room-temperature luminescence, which retinal does not; finally, it give 1H-NMR and 13C-NMR spectra in d6-DMSO with clear differences in chemical shifts with respect to those of beta-cyclodextrin. Besides these studies in solution, the behaviour of the complex in the solid state has been compared with that of physical mixtures of retinal and beta-cyclodextrin. IR spectroscopy shows clear differences, particularly a shift in the retinal carbonyl absorption (1644-1672 cm-1). AFM studies reveal the existence of aggregates; X-ray diffractometry also supports the formation of <span class="hlt">a</span> <span class="hlt">cyclodextrin</span>-retinal complex.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4448859','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4448859"><span id="translatedtitle">Nonlinear neutral <span class="hlt">inclusions</span>: assemblages of coated ellipsoids</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bolaños, Silvia Jiménez; Vernescu, Bogdan</p> <p>2015-01-01</p> <p>The problem of determining nonlinear neutral <span class="hlt">inclusions</span> in (electrical or thermal) conductivity is considered. Neutral <span class="hlt">inclusions</span>, inserted in a matrix containing a uniform applied electric field, do not disturb the field outside the <span class="hlt">inclusions</span>. The well-known Hashin-coated sphere construction is an example of a neutral <span class="hlt">inclusion</span>. In this paper, we consider the problem of constructing neutral <span class="hlt">inclusions</span> from nonlinear materials. In particular, we discuss assemblages of coated ellipsoids. The proposed construction is neutral for a given applied field. PMID:26064633</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhRvL.117m8102V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhRvL.117m8102V"><span id="translatedtitle">Pointlike <span class="hlt">Inclusion</span> Interactions in Tubular Membranes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Vahid, Afshin; Idema, Timon</p> <p>2016-09-01</p> <p>Membrane tubes and tubular networks are ubiquitous in living cells. <span class="hlt">Inclusions</span> like proteins are vital for both the stability and the dynamics of such networks. These <span class="hlt">inclusions</span> interact via the curvature deformations they impose on the membrane. We analytically study the resulting membrane mediated interactions in strongly curved tubular membranes. We model <span class="hlt">inclusions</span> as constraints coupled to the curvature tensor of the membrane tube. First, as special test cases, we analyze the interaction between ring- and rod-shaped <span class="hlt">inclusions</span>. Using Monte Carlo simulations, we further show how pointlike <span class="hlt">inclusions</span> interact to form linear aggregates. To minimize the curvature energy of the membrane, <span class="hlt">inclusions</span> self-assemble into either line- or ringlike patterns. Our results show that the global curvature of the membrane strongly affects the interactions between proteins embedded in it, and can lead to the spontaneous formation of biologically relevant structures.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009inpo.book...79L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009inpo.book...79L"><span id="translatedtitle">Cyclodextrin <span class="hlt">Inclusion</span> Polymers Forming Hydrogels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Li, Jun</p> <p></p> <p>This chapter reviews the advances in the developments of supramolecular hydrogels based on the polypseudorotaxanes and polyrotaxanes formed by <span class="hlt">inclusion</span> complexes of cyclodextrins threading onto polymer chains. Both physical and chemical supramolecular hydrogels of many different types are discussed with respect to their preparation, structure, property, and gelation mechanism. A large number of physical supramolecular hydrogels were formed induced by self-assembly of densely packed cyclodextrin rings threaded on polymer or copolymer chains acting as physical crosslinking points. The thermo-reversible and thixotropic properties of these physical supramolecular hydrogels have inspired their applications as injectable drug delivery systems. Chemical supramolecular hydrogels synthesized from polypseudorotaxanes and polyrotaxanes were based on the chemical crosslinking of either the cyclodextrin molecules or the included polymer chains. The chemical supramolecular hydrogels were often made biodegradable through incorporation of hydrolyzable threading polymers, end caps, or crosslinkers, for their potential applications as biomaterials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3924032','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3924032"><span id="translatedtitle"><span class="hlt">Inclusion</span> bodies: not that bad…</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ramón, Ana; Señorale-Pose, Mario; Marín, Mónica</p> <p>2014-01-01</p> <p>The formation of <span class="hlt">inclusion</span> bodies (IBs) constitute a frequent event during the production of heterologous proteins in bacterial hosts. Although the mechanisms leading to their formation are not completely understood, empirical data have been exploited trying to predict the aggregation propensity of specific proteins while a great number of strategies have been developed to avoid the generation of IBs. However, in many cases, the formation of such aggregates can be considered an advantage for basic research as for protein production. In this review, we focus on this positive side of IBs formation in bacteria. We present a compilation on recent advances on the understanding of IBs formation and their utilization as a model to understand protein aggregation and to explore strategies to control this process. We include recent information about their composition and structure, their use as an attractive approach to produce low cost proteins and other promising applications in Biomedicine. PMID:24592259</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26590827','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26590827"><span id="translatedtitle">Studies on Absorption and Emission Characteristics of <span class="hlt">Inclusion</span> Complexes of Some 4-Arylidenamino-5-phenyl-4H-1, 2, 4-triazole-3-thiols.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Panda, Sunakar; Nayak, Sashikanta</p> <p>2016-03-01</p> <p>The <span class="hlt">inclusion</span> complexes of a series of 4-arylidenamino-5-phenyl-4H-1, 2, 4-triazole-3-thiols have been prepared with β-cyclodextrin. The <span class="hlt">compounds</span> and their <span class="hlt">inclusion</span> complexes have been characterized by studying their physical and spectral properties. The thermodynamic stability constant and free energy of activation have been determined to know the stability of <span class="hlt">inclusion</span> complexes and type of host-guest relation. Finally, absorption, excitation and emission spectra of the <span class="hlt">compounds</span> (4-arylidenamino-5-phenyl-4H-1, 2, 4-triazole-3-thiols) and their <span class="hlt">inclusion</span> complexes have been taken. It is found that <span class="hlt">inclusion</span> complex formation brings about a drastic change in absorption and fluorescence characteristic (both excitation and emission spectra) of newly synthesized <span class="hlt">compounds</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1988GeCoA..52..485L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1988GeCoA..52..485L"><span id="translatedtitle">The analysis of fluid <span class="hlt">inclusions</span> in halite</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lazar, Boaz; Holland, Heinrich D.</p> <p>1988-02-01</p> <p>A technique has been developed to drill into fluid <span class="hlt">inclusions</span> in halite, to extract the <span class="hlt">inclusion</span> fluids, and to determine the concentration of all of the major and some of the minor constituents in these fluids. The minimum diameter of usable fluid <span class="hlt">inclusions</span> is ca. 250 μm. After dilution, the fluids are analyzed by ion chromatography and coulometry. Uncertainties in the concentration of the major cations and anions is on the order of 4%. The analytical scheme provides much more precise analyses of <span class="hlt">inclusion</span> fluids than have been available to date. The analyses are a useful starting point for reconstructing the composition of the seawater from which the evaporite brines evolved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=Kimberlite&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DKimberlite','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=20040058076&hterms=Kimberlite&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DKimberlite"><span id="translatedtitle">Shock Re-equilibration of Fluid <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Madden, M. E. Elwood; Horz, F.; Bodnar, R. J.</p> <p>2004-01-01</p> <p>Fluid <span class="hlt">inclusions</span> (microscopic volumes of fluid trapped within minerals as they precipitate) are extremely common in terrestrial minerals formed under a wide range of geological conditions from surface evaporite deposits to kimberlite pipes. While fluid <span class="hlt">inclusions</span> in terrestrial rocks are nearly ubiquitous, only a few fluid <span class="hlt">inclusion</span>-bearing meteorites have been documented. The scarcity of fluid <span class="hlt">inclusions</span> in meteoritic materials may be a result of (a) the absence of fluids when the mineral was formed on the meteorite parent body or (b) the destruction of fluid <span class="hlt">inclusions</span> originally contained in meteoritic materials by subsequent shock metamorphism. However, the effects of impact events on pre-existing fluid <span class="hlt">inclusions</span> trapped in target and projectile rocks has received little study. Fluid <span class="hlt">inclusions</span> trapped prior to the shock event may be altered (re-equilibrated) or destroyed due to the high pressures, temperatures, and strain rates associated with impact events. By examining the effects of shock deformation on fluid <span class="hlt">inclusion</span> properties and textures we may be able to better constrain the pressure-temperature path experienced by terrestrial and meteoritic shocked materials and also gain a clearer understanding of why fluid <span class="hlt">inclusions</span> are rarely found in meteorite samples.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23538129','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23538129"><span id="translatedtitle">Making the case for <span class="hlt">inclusive</span> design.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Waller, Sam; Bradley, Mike; Hosking, Ian; Clarkson, P John</p> <p>2015-01-01</p> <p>This paper describes the University of Cambridge, Engineering Design Centre's (EDC) case for <span class="hlt">inclusive</span> design, based on 10 years of research, promotion and knowledge transfer. In summary, <span class="hlt">inclusive</span> design applies an understanding of customer diversity to inform decisions throughout the development process, in order to better satisfy the needs of more people. Products that are more <span class="hlt">inclusive</span> can reach a wider market, improve customer satisfaction and drive business success. The rapidly ageing population increases the importance of this approach. The case presented here has helped to convince BT, Nestlé and others to adopt an <span class="hlt">inclusive</span> approach. PMID:23538129</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 id="translatedtitle"><span class="hlt">Inclusion</span> in High-Achieving Singapore: Challenges of Building an <span class="hlt">Inclusive</span> Society in Policy and Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Walker, Zachary; Musti-Rao, Shobana</p> <p>2016-01-01</p> <p>Building an <span class="hlt">inclusive</span> society in which all people can participate effectively and live together requires understanding <span class="hlt">inclusive</span> education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that <span class="hlt">inclusive</span> societies are intricately tied to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=EPS&pg=5&id=EJ691170','ERIC'); return false;" href="http://eric.ed.gov/?q=EPS&pg=5&id=EJ691170"><span id="translatedtitle">Supporting the Development of More <span class="hlt">Inclusive</span> Practices Using the Index for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hick, Peter</p> <p>2005-01-01</p> <p><span class="hlt">Inclusion</span> is a central issue for educational psychologists (EPs) today, yet they have often been portrayed as gatekeepers to special provision. One approach for EPs to promote more <span class="hlt">inclusive</span> practices in schools is through the Index for <span class="hlt">Inclusion</span> as a vehicle for consultation. This paper reports a study of EPs acting as "critical friends" to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion+AND+labour&id=EJ810783','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion+AND+labour&id=EJ810783"><span id="translatedtitle">More Policies, Greater <span class="hlt">Inclusion</span>? Exploring the Contradictions of New Labour <span class="hlt">Inclusive</span> Education Policy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roulstone, Alan; Prideaux, Simon</p> <p>2008-01-01</p> <p>The era of New Labour government has witnessed unprecedented growth in <span class="hlt">inclusive</span> education policies. There is, however, limited evidence that policies have increased disabled children's <span class="hlt">inclusion</span>. This article explores reasons for this contradiction. Drawing on sociological insights, it is argued that New Labour policies on <span class="hlt">inclusive</span> education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED496074.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED496074.pdf"><span id="translatedtitle">Full <span class="hlt">Inclusion</span>: The Benefits and Disadvantages of <span class="hlt">Inclusive</span> Schooling. An Overview</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCarty, Kristine</p> <p>2006-01-01</p> <p>An overview of debated issues related to the benefits and disadvantages of <span class="hlt">inclusive</span> schooling. The beliefs of districts, school personnel and parents are widely differing as related to the placement of students with special needs in <span class="hlt">inclusive</span> settings. The examples of current federal laws help to shape the debate of full <span class="hlt">inclusion</span> in schools…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=2&id=EJ1080115','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+applied+AND+research&pg=2&id=EJ1080115"><span id="translatedtitle">Supporting Students with Severe Disabilities in <span class="hlt">Inclusive</span> Schools: A Descriptive Account From Schools Implementing <span class="hlt">Inclusive</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A.</p> <p>2015-01-01</p> <p>The purpose of the present study was to investigate practices that support the <span class="hlt">inclusion</span> of students with severe disabilities in the learning and social activities of <span class="hlt">inclusive</span> K-8 schools to inform <span class="hlt">inclusive</span> school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=4&id=EJ885893','ERIC'); return false;" href="http://eric.ed.gov/?q=exclusion+AND+inclusion&pg=4&id=EJ885893"><span id="translatedtitle">Social <span class="hlt">Inclusion</span> and Critical Consciousness in Australia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diemer, Matthew A.; Ortega, Lilyana</p> <p>2010-01-01</p> <p>Australia's Indigenous population is excluded from a range of opportunities, experiences and amenities that facilitate wellbeing, self-determination and social <span class="hlt">inclusion</span>. This social exclusion constrains the career development and occupational attainment of Indigenous youth, which represent key routes to societal <span class="hlt">inclusion</span>. Critical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=framework+AND+theoretical&pg=7&id=EJ968749','ERIC'); return false;" href="http://eric.ed.gov/?q=framework+AND+theoretical&pg=7&id=EJ968749"><span id="translatedtitle">Irish Mathematics Teachers' Attitudes towards <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whitty, Elaine; Clarke, Marie</p> <p>2012-01-01</p> <p>This paper through the theoretical framework of constructive attitude theory explores mathematics teachers' attitudes and pedagogical strategies with reference to <span class="hlt">inclusive</span> practice. The authors argue that though teachers may have formed positive <span class="hlt">inclusive</span> attitudes, the translation of these into practice does not always occur and poses…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Paul+Gee&pg=3&id=ED448915','ERIC'); return false;" href="http://eric.ed.gov/?q=Paul+Gee&pg=3&id=ED448915"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span>: Focus on Change.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guralnick, Michael J., Ed.</p> <p></p> <p>Early childhood <span class="hlt">inclusion</span> is a field characterized by a philosophy and practice that encourages full participation of children with disabilities and their families in everyday activities with their typically developing peers. Noting that success in <span class="hlt">inclusion</span> endeavors requires substantial changes in the way our society thinks, feels, and acts,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=united+AND+nations&pg=7&id=EJ1037652','ERIC'); return false;" href="http://eric.ed.gov/?q=united+AND+nations&pg=7&id=EJ1037652"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Malaysia: Policy and Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jelas, Zalizan M.; Ali, Manisah Mohd</p> <p>2014-01-01</p> <p>Malaysia's move towards <span class="hlt">inclusion</span> was given impetus by its participation in workshops and conferences set up under the auspices of the United Nations (UNESCO 1990; UN 1993; UNESCO 1994). <span class="hlt">Inclusive</span> education was introduced in the Education Act 1996 as part of the continuum of services available for children with special needs. The purpose of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ALIGNMENT&pg=7&id=EJ1071623','ERIC'); return false;" href="http://eric.ed.gov/?q=ALIGNMENT&pg=7&id=EJ1071623"><span id="translatedtitle">Culturally <span class="hlt">Inclusive</span> Curriculum in Higher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle</p> <p>2015-01-01</p> <p>The Australian National Program Standards for Teacher Education prioritises knowledge of culturally <span class="hlt">inclusive</span> practices and challenges the educational community to present research on well-structured, <span class="hlt">inclusive</span>, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=higher+AND+education+AND+important&id=EJ1093482','ERIC'); return false;" href="http://eric.ed.gov/?q=higher+AND+education+AND+important&id=EJ1093482"><span id="translatedtitle"><span class="hlt">Inclusive</span> Partnership: Enhancing Student Engagement in Geography</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moore-Cherry, Niamh; Healey, Ruth; Nicholson, Dawn T.; Andrews, Will</p> <p>2016-01-01</p> <p>Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term "<span class="hlt">inclusive</span> partnership" to conceptualise a non-selective staff-student relationship. While recognising the challenges of <span class="hlt">inclusive</span> partnership…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+acceptance&pg=2&id=EJ868700','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+acceptance&pg=2&id=EJ868700"><span id="translatedtitle">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('http://eric.ed.gov/?q=research+AND+literature&pg=4&id=EJ958570','ERIC'); return false;" href="http://eric.ed.gov/?q=research+AND+literature&pg=4&id=EJ958570"><span id="translatedtitle">Moving Forward in <span class="hlt">Inclusive</span> Education Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Erten, Ozlem; Savage, Robert Samuel</p> <p>2012-01-01</p> <p>This paper aims to address conceptual and methodological challenges of doing research in the field of <span class="hlt">inclusive</span> education and revisit school effectiveness research literature to inform future research. First, we present the rationale for <span class="hlt">inclusive</span> education and briefly review the evolution of special needs education. Then, we discuss limitations…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Development+AND+International+AND+Market&pg=2&id=EJ1103450','ERIC'); return false;" href="http://eric.ed.gov/?q=Development+AND+International+AND+Market&pg=2&id=EJ1103450"><span id="translatedtitle">Early Childhood <span class="hlt">Inclusion</span> in the United Kingdom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blackburn, Carolyn</p> <p>2016-01-01</p> <p>A policy-to-practice paper is presented of early childhood <span class="hlt">inclusion</span> in England. The article aims to report the benefits of early intervention services and early childhood <span class="hlt">inclusion</span> for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Political+AND+correctness&pg=6&id=ED390315','ERIC'); return false;" href="http://eric.ed.gov/?q=Political+AND+correctness&pg=6&id=ED390315"><span id="translatedtitle">Beyond Political Correctness: Toward the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Richer, Stephen, Ed.; Weir, Lorna, Ed.</p> <p></p> <p>This collection of 12 essays examines the history of the discourse over political correctness (PC) in Canadian academia, focusing on the neoconservative backlash to affirmative action, <span class="hlt">inclusive</span> policies, and feminist and anti-racist teaching in the classroom. It includes: (1) "Introduction: Political Correctness and the <span class="hlt">Inclusive</span> University"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=socrates&pg=4&id=EJ754360','ERIC'); return false;" href="http://eric.ed.gov/?q=socrates&pg=4&id=EJ754360"><span id="translatedtitle">The Sustainability of <span class="hlt">Inclusive</span> School Reform</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sindelar, Paul T.; Shearer, Deirdre K.; Yendol-Hoppey, Diane; Liebert, Todd W.</p> <p>2006-01-01</p> <p>For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain <span class="hlt">inclusive</span> reform. One middle school, Socrates, was notably successful, having built its <span class="hlt">inclusion</span> model on a foundation of previous reform and a school culture…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=career+AND+development&pg=4&id=EJ885900','ERIC'); return false;" href="http://eric.ed.gov/?q=career+AND+development&pg=4&id=EJ885900"><span id="translatedtitle">Older Women's Career Development and Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMahon, Mary; Bimrose, Jenny; Watson, Mark</p> <p>2010-01-01</p> <p>This paper considers women's career development and the potential contribution of career development theory, research, practice and policy in advancing a social <span class="hlt">inclusion</span> agenda. In particular, the paper focuses on older women in the contexts of an ageing population, labour market shortages and Australia's social <span class="hlt">inclusion</span> agenda. Supporting young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ788790.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ788790.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling Policy: An Educational Detective Story?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moss, Julianne</p> <p>2003-01-01</p> <p>Since the publication of the Salamanca statement (UNESCO 1994), <span class="hlt">inclusive</span> schooling has formed a growing part of the deliberations of the special education community. <span class="hlt">Inclusive</span> schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lipsky&pg=3&id=ED422675','ERIC'); return false;" href="http://eric.ed.gov/?q=lipsky&pg=3&id=ED422675"><span id="translatedtitle">Standards & <span class="hlt">Inclusion</span>: Can We Have Both?. [Videotape].</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lipsky, Dorothy Kerzner; Gartner, Alan</p> <p></p> <p>Designed for regular and special educators, this 40-minute video profiles <span class="hlt">inclusive</span> schools from around the country that have successfully incorporated academic standards. It addresses many of the critical issues facing educators who are supporting students with disabilities in <span class="hlt">inclusive</span> settings. Topics discussed include: (1) the consequences of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lipsky&pg=2&id=EJ662678','ERIC'); return false;" href="http://eric.ed.gov/?q=lipsky&pg=2&id=EJ662678"><span id="translatedtitle">The Coexistence of High Standards 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>Lipsky, Dorothy Kerzner</p> <p>2003-01-01</p> <p>Describes how the whole-school approach to educational restructuring can achieve quality <span class="hlt">inclusive</span> education that meets the requirements of the No Child Left Behind Act and the Individuals with Disabilities Education Act. Includes list of characteristics of <span class="hlt">inclusive</span> schools. (PKP)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=all&pg=6&id=EJ1059002','ERIC'); return false;" href="http://eric.ed.gov/?q=all&pg=6&id=EJ1059002"><span id="translatedtitle">Effective Leadership Makes Schools Truly <span class="hlt">Inclusive</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2015-01-01</p> <p>There's been much commitment and extensive legislation intended to make schools <span class="hlt">inclusive</span> for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools <span class="hlt">inclusive</span> and effective for all students, including those with disabilities and draw some inferences…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED508505.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED508505.pdf"><span id="translatedtitle">Beyond Prejudice: <span class="hlt">Inclusive</span> Learning in Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Vikki; Armstrong, Anne</p> <p>2005-01-01</p> <p>Promoting an <span class="hlt">inclusive</span> learning environment that caters for all learners and their individual needs and meeting challenging targets set in this area is a huge under taking for providers across the learning and skills sector. This booklet provides an overview that illustrates the breadth and variety that the broad banner of <span class="hlt">inclusive</span> learning…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED372525.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED372525.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: A Series of Issue Papers.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Illinois Coalition on School Inclusion, Springfield.</p> <p></p> <p>Thirteen brief papers address issues in <span class="hlt">inclusive</span> education, with special emphasis on concerns and applications in Illinois. The following issues are discussed: (1) the relationship of the <span class="hlt">inclusive</span> schools concept to that of providing a continuum of alternative placement options; (2) needed changes in current funding of special education to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED523205.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED523205.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Something More Than Sitting Together</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bulbul, Mustafa Sahin</p> <p>2011-01-01</p> <p>Awareness about students with learning difficulty brought us to <span class="hlt">inclusive</span> learning environments. The acceptance was to build collaborative atmospheres in the class. Unfortunately, when teachers are not enthusiastic and adequate to develop the interaction, the <span class="hlt">inclusive</span> learning environment never occurs. This conclusion bases on this studies…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=leadership&pg=4&id=EJ1110347','ERIC'); return false;" href="http://eric.ed.gov/?q=leadership&pg=4&id=EJ1110347"><span id="translatedtitle">Social Justice Leadership and <span class="hlt">Inclusion</span>: A Genealogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Katherine</p> <p>2016-01-01</p> <p>The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for <span class="hlt">inclusion</span>. Recent experiences have caused me to wonder about our interpretations of justice, equity, and <span class="hlt">inclusion</span>. Analysis of the relevant literature revealed a lack of consensus among scholars as to a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gender+AND+policy&pg=6&id=EJ655376','ERIC'); return false;" href="http://eric.ed.gov/?q=gender+AND+policy&pg=6&id=EJ655376"><span id="translatedtitle">Gender <span class="hlt">Inclusive</span> Policy Developments in Australia.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnson, Evelyn</p> <p>2002-01-01</p> <p>Traces two chronologies of gender-<span class="hlt">inclusive</span> policy development in Australia's national and state education-policy arenas to demonstrate, from a feminist perspective, their limited applicability at the school level. Argues that more transformative conceptions of gender <span class="hlt">inclusiveness</span> evident in the feminist academy be promoted in policy. (Contains…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=grammar+AND+meta+AND+analysis&pg=2&id=ED533972','ERIC'); return false;" href="http://eric.ed.gov/?q=grammar+AND+meta+AND+analysis&pg=2&id=ED533972"><span id="translatedtitle"><span class="hlt">Inclusive</span> Focus Particles in English and Korean</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kang, Sang-gu</p> <p>2011-01-01</p> <p>When discussing focus particles, it has been common practice to rely on the dichotomy of <span class="hlt">inclusive</span> vs. exclusive particles, "a la" Konig (1991). <span class="hlt">Inclusive</span> focus particles are often further divided into scalar particles, such as "also", "too", and "either", and non-scalar particles, such as "even". In this thesis, I advance a comparative analysis…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=agenda+AND+setting+AND+theory&id=EJ598856','ERIC'); return false;" href="http://eric.ed.gov/?q=agenda+AND+setting+AND+theory&id=EJ598856"><span id="translatedtitle">Enhancing Theory Courses with Racially <span class="hlt">Inclusive</span> Research.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bramlett-Solomon, Sharon; Liebler, Carol M.</p> <p>1999-01-01</p> <p>Offers a blueprint that instructors of mass media theory courses can adopt to expose students to racially <span class="hlt">inclusive</span> research in order to encourage students to explore and employ relevant theories when probing media and race questions. Offers examples of <span class="hlt">inclusive</span> media research, examining six prominent theories: selective-perception theory,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED378722.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED378722.pdf"><span id="translatedtitle">What's Working: Topics in <span class="hlt">Inclusive</span> Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>What's Working, 1994</p> <p>1994-01-01</p> <p>This newsletter focuses on what works in <span class="hlt">inclusive</span> education. A major article is "<span class="hlt">Inclusive</span> Education: Needs of Minnesota Families--Major Findings from a 'Together We're Better' Study." This article presents findings of a statewide survey of families of children with disabilities. Findings are categorized within four areas: (1) educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=peripheral&pg=7&id=EJ919219','ERIC'); return false;" href="http://eric.ed.gov/?q=peripheral&pg=7&id=EJ919219"><span id="translatedtitle"><span class="hlt">Inclusive</span> Discourses in Early Childhood Education?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Warming, Hanne</p> <p>2011-01-01</p> <p>This article explores the discursive formation of <span class="hlt">inclusion</span> in early childhood education and after-school (recreation) centres in a Danish municipality. While <span class="hlt">inclusion</span> has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on "initiatives by governments", this interest…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=heterogeneous+AND+scheduling&id=EJ539061','ERIC'); return false;" href="http://eric.ed.gov/?q=heterogeneous+AND+scheduling&id=EJ539061"><span id="translatedtitle">Responsible <span class="hlt">Inclusion</span>: Celebrating Diversity and Academic Excellence.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Malloy, William</p> <p>1997-01-01</p> <p>The North Carolina Partnership Training System, a federally funded technical assistance project, convened a Principals Task Force to examine <span class="hlt">inclusion</span> practices. They identified several facilitators and barriers to <span class="hlt">inclusion</span> and found that block scheduling, collaborative teaching, cooperative learning, interdisciplinary planning, heterogeneous…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1106904.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1106904.pdf"><span id="translatedtitle">Teachers' Misunderstanding: The Concept of <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sanagi, Tomomi</p> <p>2016-01-01</p> <p>Teachers' misunderstanding the concept of <span class="hlt">inclusive</span> education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of <span class="hlt">inclusive</span> education with conjoint analysis and cluster analysis. The participants for this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=malaysia+AND+country+AND+report&pg=2&id=EJ1054565','ERIC'); return false;" href="http://eric.ed.gov/?q=malaysia+AND+country+AND+report&pg=2&id=EJ1054565"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Teacher Perspectives from Malaysia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bailey, Lucy; Nomanbhoy, Alefiya; Tubpun, Tida</p> <p>2015-01-01</p> <p>This paper reports on a survey of views of <span class="hlt">inclusive</span> education expressed by nearly 300 Malaysian primary school teachers involved in remedial literacy and numeracy education under the country's Literacy and Numeracy Strategy. Overall, the views expressed were positive towards the principle of <span class="hlt">inclusion</span>. However, despite common professional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20090008665','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20090008665"><span id="translatedtitle">Geometric Modeling of <span class="hlt">Inclusions</span> as Ellipsoids</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bonacuse, Peter J.</p> <p>2008-01-01</p> <p>Nonmetallic <span class="hlt">inclusions</span> in gas turbine disk alloys can have a significant detrimental impact on fatigue life. Because large <span class="hlt">inclusions</span> that lead to anomalously low lives occur infrequently, probabilistic approaches can be utilized to avoid the excessively conservative assumption of lifing to a large <span class="hlt">inclusion</span> in a high stress location. A prerequisite to modeling the impact of <span class="hlt">inclusions</span> on the fatigue life distribution is a characterization of the <span class="hlt">inclusion</span> occurrence rate and size distribution. To help facilitate this process, a geometric simulation of the <span class="hlt">inclusions</span> was devised. To make the simulation problem tractable, the irregularly sized and shaped <span class="hlt">inclusions</span> were modeled as arbitrarily oriented, three independent dimensioned, ellipsoids. Random orientation of the ellipsoid is accomplished through a series of three orthogonal rotations of axes. In this report, a set of mathematical models for the following parameters are described: the intercepted area of a randomly sectioned ellipsoid, the dimensions and orientation of the intercepted ellipse, the area of a randomly oriented sectioned ellipse, the depth and width of a randomly oriented sectioned ellipse, and the projected area of a randomly oriented ellipsoid. These parameters are necessary to determine an <span class="hlt">inclusion</span> s potential to develop a propagating fatigue crack. Without these mathematical models, computationally expensive search algorithms would be required to compute these parameters.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Kernel+AND+uses&pg=3&id=EJ795110','ERIC'); return false;" href="http://eric.ed.gov/?q=Kernel+AND+uses&pg=3&id=EJ795110"><span id="translatedtitle">Design, Development and Implementation of <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mooij, Ton; Smeets, Ed</p> <p>2006-01-01</p> <p>In <span class="hlt">inclusive</span> education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of <span class="hlt">inclusive</span> education that will optimally promote the motivation and learning processes and outcomes of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Benefit+AND+diversification&id=EJ1019194','ERIC'); return false;" href="http://eric.ed.gov/?q=Benefit+AND+diversification&id=EJ1019194"><span id="translatedtitle">Diversity ? <span class="hlt">Inclusion</span>: Promoting Integration in Higher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tienda, Marta</p> <p>2013-01-01</p> <p>I argue that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of <span class="hlt">inclusion</span> and ask whether motives for campus diversification are aligned with pedagogic goals. I address this question by focusing on <span class="hlt">inclusion</span>, namely, organizational strategies and practices that promote meaningful social and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+business&id=EJ771434','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+business&id=EJ771434"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Is This Horse a Trojan?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Slee, Roger</p> <p>2006-01-01</p> <p>In Canada and elsewhere, governments are expending considerable effort in the production of <span class="hlt">inclusive</span> education policy texts, resources allocation models, and programs. The author notes that despite of the analytic power and the political intent of <span class="hlt">inclusive</span> education as a counterpoint to special education, its appropriation is imminent if not…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1096523.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1096523.pdf"><span id="translatedtitle">How Does Supervision Support <span class="hlt">Inclusive</span> Teacherhood?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alila, Sanna; Määttä, Kaarina; Uusiautti, Satu</p> <p>2016-01-01</p> <p>Supervision is a multidimensional concept and phenomenon. In this study, the advantages of supervision and its development in <span class="hlt">inclusive</span> teacherhood was studied. <span class="hlt">Inclusive</span> teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study analyzed the views of supervisors…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=European+AND+Convention+AND+on+AND+Human+AND+Rights&id=EJ886567','ERIC'); return false;" href="http://eric.ed.gov/?q=European+AND+Convention+AND+on+AND+Human+AND+Rights&id=EJ886567"><span id="translatedtitle">Questions of <span class="hlt">Inclusion</span> in Scotland and Europe</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allan, Julie</p> <p>2010-01-01</p> <p>This paper examines <span class="hlt">inclusion</span> in Scotland and in Europe. It considers some of the uncertainties surrounding <span class="hlt">inclusion</span> and the questions--many of which give cause for concern--that are currently being raised by researchers, teachers and their representative unions, parents and children. The shifting political and policy contexts and recent patterns…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/5223988','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/5223988"><span id="translatedtitle"><span class="hlt">Inclusion</span> body hepatitis in kestrels (Falco sparverius)</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Sileo, L.; Franson, J.C.; Graham, D.L.; Domermuth, C.H.; Rattner, B.A.; Pattee, O.H.</p> <p>1982-01-01</p> <p><span class="hlt">Inclusion</span> body disease of suspected adenovirus etiology was the apparent cause of death of 9 captive kestrels (Falco sparverius). Cloacal hemorrhage was the only prominent gross lesion; disseminated hepatocellular necrosis and intranuclear <span class="hlt">inclusion</span> bodies were evident microscopically. Attempts to reproduce the disease, and to propagate and serologically characterize the agent were unsuccessful.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Turkey&pg=7&id=EJ1058247','ERIC'); return false;" href="http://eric.ed.gov/?q=Turkey&pg=7&id=EJ1058247"><span id="translatedtitle">Characteristics of <span class="hlt">Inclusive</span> Classrooms in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Melekoglu, Macid Ayhan</p> <p>2014-01-01</p> <p>In this paper, <span class="hlt">inclusive</span> classrooms in Turkey are described in terms of the characteristics of both classroom teachers and students with special needs. Participants of this study consisted of 54 teachers working in <span class="hlt">inclusive</span> classrooms and 54 students with mild intellectual disabilities in those classrooms in Turkey. Data for this study were…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075161.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075161.pdf"><span id="translatedtitle">Metaphors of Literacy: Dialogues in <span class="hlt">Inclusive</span> Settings</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causarano, Antonio</p> <p>2015-01-01</p> <p>This article discusses the importance of metaphors in education and in <span class="hlt">inclusive</span> settings in particular. Metaphors are seen as the fabric of collaboration through dialogue across the curriculum. The article analyzes the dialogues among the Language Arts, Social Studies, and <span class="hlt">inclusion</span> teacher in a large middle school in the Southwest of the United…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disability+AND+participatory+AND+action+AND+research&pg=6&id=EJ949782','ERIC'); return false;" href="http://eric.ed.gov/?q=disability+AND+participatory+AND+action+AND+research&pg=6&id=EJ949782"><span id="translatedtitle">Guided Reading in <span class="hlt">Inclusive</span> Middle Years Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lyons, Wanda; Thompson, Scott Anthony</p> <p>2012-01-01</p> <p>Teachers in <span class="hlt">inclusive</span> classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years <span class="hlt">inclusive</span> classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=assumption+AND+meaning&pg=6&id=EJ875297','ERIC'); return false;" href="http://eric.ed.gov/?q=assumption+AND+meaning&pg=6&id=EJ875297"><span id="translatedtitle">School <span class="hlt">Inclusion</span> and the "Community of Practice"</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Laluvein, Jackie</p> <p>2010-01-01</p> <p>"<span class="hlt">Inclusion</span>" is not a mechanism for relocating educationally disadvantaged youngsters in mainstream rather than in special schools. Rather, <span class="hlt">inclusion</span> implies a whole school approach to social relations and production of meaning reached through processes of negotiation between parents, teachers and children. Such an approach places equal value upon…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Moya&pg=2&id=EJ760255','ERIC'); return false;" href="http://eric.ed.gov/?q=Moya&pg=2&id=EJ760255"><span id="translatedtitle">Finding a Systemized Approach to Music <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>Nordlund, Moya</p> <p>2006-01-01</p> <p>This article discusses the implications of <span class="hlt">inclusion</span> in education for the study and teaching of music. Regardless of interpretation, <span class="hlt">inclusion</span> is labor-intensive and must receive administrative support and schoolwide cooperation in order to work, that is, ensuring learning success for all students as well as meeting individual needs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=association+AND+attitudes&pg=4&id=EJ868515','ERIC'); return false;" href="http://eric.ed.gov/?q=association+AND+attitudes&pg=4&id=EJ868515"><span id="translatedtitle">Teacher Qualifications and 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>Hsien, Michelle; Brown, P. Margaret; Bortoli, Anna</p> <p>2009-01-01</p> <p>The <span class="hlt">inclusion</span> of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about <span class="hlt">inclusion</span>, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22ainscow+mel%22&id=EJ846215','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&id=EJ846215"><span id="translatedtitle">Understanding the Development of <span class="hlt">Inclusive</span> Education System</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ainscow, Mel</p> <p>2005-01-01</p> <p>It is now almost ten years since the Salamanca Conference on Special Needs Education endorsed the idea of <span class="hlt">inclusive</span> education. Arguably the most significant international document that has ever appeared in the special needs field, the Salamanca Statement argues that regular schools with an <span class="hlt">inclusive</span> orientation are "the most effective means of…</p> </li> </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://eric.ed.gov/?q=%22ainscow+mel%22&pg=2&id=EJ880815','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&pg=2&id=EJ880815"><span id="translatedtitle">Leading under Pressure: Leadership for Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Muijs, Daniel; Ainscow, Mel; Dyson, Alan; Raffo, Carlo; Goldrick, Sue; Kerr, Kirstin; Lennie, Clare; Miles, Susie</p> <p>2010-01-01</p> <p>In this study we undertook to look at leadership issues specifically in relation to social <span class="hlt">inclusion</span>, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social <span class="hlt">inclusion</span> could be typified as leaning towards three main orientations: (1) improving achievement and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22ainscow+mel%22&id=EJ815154','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&id=EJ815154"><span id="translatedtitle">Making Education for All <span class="hlt">Inclusive</span>: Where Next?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ainscow, Mel; Miles, Susie</p> <p>2008-01-01</p> <p>This paper argues that a common sense of purpose around <span class="hlt">inclusive</span> education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more <span class="hlt">inclusive</span>. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=emp&id=EJ1011236','ERIC'); return false;" href="http://eric.ed.gov/?q=emp&id=EJ1011236"><span id="translatedtitle">Erasmus Mundus SEN: The <span class="hlt">Inclusive</span> Scholarship Programme?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grinbergs, Christopher J.; Jones, Hilary</p> <p>2013-01-01</p> <p>The Erasmus Mundus MA/Mgr in Special Education Needs (EM SEN) was created as a Masters Course funded by the European Commission's Erasmus Mundus Programme (EMP) to challenge and educate students in <span class="hlt">inclusive</span> policy and practice in education. Yet, it is debatable the extent to which this programme embodies the values of an <span class="hlt">inclusive</span> approach,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Transgender+AND+people&pg=5&id=EJ1060713','ERIC'); return false;" href="http://eric.ed.gov/?q=Transgender+AND+people&pg=5&id=EJ1060713"><span id="translatedtitle">Students' Perspectives on LGBTQ-<span class="hlt">Inclusive</span> Curriculum</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.</p> <p>2015-01-01</p> <p>Implementing curriculum that is <span class="hlt">inclusive</span> of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-<span class="hlt">inclusive</span> curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Country+AND+Reports+AND+Thailand&id=EJ1037654','ERIC'); return false;" href="http://eric.ed.gov/?q=Country+AND+Reports+AND+Thailand&id=EJ1037654"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Thailand: Practices and Challenges</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vorapanya, Sermsap; Dunlap, Diane</p> <p>2014-01-01</p> <p>In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of <span class="hlt">inclusive</span> education. This article provides a historical overview of special education in Thailand and the emergence of <span class="hlt">inclusive</span> education as it moves from policy to practice. To further identify the challenges faced…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=4&id=ED556921','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=4&id=ED556921"><span id="translatedtitle">Secondary General Education Teachers' Attitudes toward <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilson, Valerie A.</p> <p>2014-01-01</p> <p>Since the inception of the Individuals with Disabilities Education Improvement Act, educators have struggled with including students with disabilities in the general education classroom with their nondisabled peers. The <span class="hlt">inclusion</span> educational model was utilized in this study to explore secondary teachers' attitudes toward <span class="hlt">inclusive</span> educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=7&id=ED553621','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=7&id=ED553621"><span id="translatedtitle">Striving for Quality in Early Childhood <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brancato, Kimberly</p> <p>2013-01-01</p> <p>An essential component of best practice in the field of early childhood special education is the <span class="hlt">inclusion</span> of children with disabilities in typical early childhood settings. As the practice of <span class="hlt">inclusion</span> has increased in recent years it has become imperative to ensure that children with disabilities attend quality programs. The main purpose of this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED465233.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED465233.pdf"><span id="translatedtitle">Consortium on <span class="hlt">Inclusive</span> Schooling Practices. Final Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Salisbury, Christine; Roach, Virginia; Strieker, Toni; McGregor, Gail</p> <p></p> <p>This final report describes the activities and accomplishments of the Consortium on <span class="hlt">Inclusive</span> Schooling Practices, a federally-funded 5-year project to investigate the utility of a systemic approach for building the capacity of state and local education agencies to provide <span class="hlt">inclusive</span> educational services. The project focused on four states…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=foreign+AND+funding+AND+research&pg=7&id=EJ1029150','ERIC'); return false;" href="http://eric.ed.gov/?q=foreign+AND+funding+AND+research&pg=7&id=EJ1029150"><span id="translatedtitle">A Collaborative Group Method of <span class="hlt">Inclusive</span> Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bigby, Christine; Frawley, Patsie; Ramcharan, Paul</p> <p>2014-01-01</p> <p>Background: Funding bodies in Australia and the United Kingdom require research on issues that affect the lives of people with intellectual disability to be <span class="hlt">inclusive</span>. Debate continues about the nature and benefits of <span class="hlt">inclusive</span> research, which has become an umbrella term encompassing a broad spectrum of approaches. Method: This study proposes one…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Country+AND+report+AND+human+AND+rights&pg=6&id=EJ781272','ERIC'); return false;" href="http://eric.ed.gov/?q=Country+AND+report+AND+human+AND+rights&pg=6&id=EJ781272"><span id="translatedtitle">The Sustainable Development of <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lo, Leslie Nai-kwai</p> <p>2007-01-01</p> <p>The advent of <span class="hlt">inclusive</span> education has quietly changed the ecology of Hong Kong's educational system. <span class="hlt">Inclusive</span> education is a product of education in the developed Western nations and has spread at the instigation of international organizations. It is a plan for educational development that is based on the concepts of human rights and peace and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24530825','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24530825"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness maximization: An axiomatic approach.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Okasha, Samir; Weymark, John A; Bossert, Walter</p> <p>2014-06-01</p> <p>Kin selection theorists argue that evolution in social contexts will lead organisms to behave as if maximizing their <span class="hlt">inclusive</span>, as opposed to personal, fitness. The <span class="hlt">inclusive</span> fitness concept allows biologists to treat organisms as akin to rational agents seeking to maximize a utility function. Here we develop this idea and place it on a firm footing by employing a standard decision-theoretic methodology. We show how the principle of <span class="hlt">inclusive</span> fitness maximization and a related principle of quasi-<span class="hlt">inclusive</span> fitness maximization can be derived from axioms on an individual׳s 'as if preferences' (binary choices) for the case in which phenotypic effects are additive. Our results help integrate evolutionary theory and rational choice theory, help draw out the behavioural implications of <span class="hlt">inclusive</span> fitness maximization, and point to a possible way in which evolution could lead organisms to implement it.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3871333','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3871333"><span id="translatedtitle">Hamiltonian <span class="hlt">inclusive</span> fitness: a fitter fitness concept</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Costa, James T.</p> <p>2013-01-01</p> <p>In 1963–1964 W. D. Hamilton introduced the concept of <span class="hlt">inclusive</span> fitness, the only significant elaboration of Darwinian fitness since the nineteenth century. I discuss the origin of the modern fitness concept, providing context for Hamilton's discovery of <span class="hlt">inclusive</span> fitness in relation to the puzzle of altruism. While fitness conceptually originates with Darwin, the term itself stems from Spencer and crystallized quantitatively in the early twentieth century. Hamiltonian <span class="hlt">inclusive</span> fitness, with Price's reformulation, provided the solution to Darwin's ‘special difficulty’—the evolution of caste polymorphism and sterility in social insects. Hamilton further explored the roles of <span class="hlt">inclusive</span> fitness and reciprocation to tackle Darwin's other difficulty, the evolution of human altruism. The heuristically powerful <span class="hlt">inclusive</span> fitness concept ramified over the past 50 years: the number and diversity of ‘offspring ideas’ that it has engendered render it a fitter fitness concept, one that Darwin would have appreciated. PMID:24132089</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/8792264','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/8792264"><span id="translatedtitle">Full <span class="hlt">inclusion</span> and students with autism.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mesibov, G B; Shea, V</p> <p>1996-06-01</p> <p>The concept of "full <span class="hlt">inclusion</span>" is that students with special needs can and should be educated in the same settings as their normally developing peers with appropriate support services, rather than being placed in special education classrooms or schools. According to advocates the benefits of full <span class="hlt">inclusion</span> are increased expectations by teachers, behavioral modeling of normally developing peers, more learning, and greater self-esteem. Although the notion of full <span class="hlt">inclusion</span> has appeal, especially for parents concerned about their children's rights, there is very little empirical evidence for this approach, especially as it relates to children with autism. This manuscript addresses the literature on full <span class="hlt">inclusion</span> and its applicability for students with autism. Although the goals and values underlying full <span class="hlt">inclusion</span> are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for some students with autism. PMID:8792264</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.usgs.gov/sir/2012/5045/','USGSPUBS'); return false;" href="https://pubs.usgs.gov/sir/2012/5045/"><span id="translatedtitle">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 M.; 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('http://www.ncbi.nlm.nih.gov/pubmed/26593579','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26593579"><span id="translatedtitle">Characterization of beta-cyclodextrin <span class="hlt">inclusion</span> complexes containing an essential oil component.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Abarca, Romina L; Rodríguez, Francisco J; Guarda, Abel; Galotto, María J; Bruna, Julio E</p> <p>2016-04-01</p> <p>An important issue in food technology is that antimicrobial <span class="hlt">compounds</span> can be used for various applications, such as the development of antimicrobial active packaging materials. Yet most antimicrobial <span class="hlt">compounds</span> are volatile and require protection. In the present study, the <span class="hlt">inclusion</span> complexes of 2-nonanone (2-NN) with β-cyclodextrin (β-CD), were prepared by a co-precipitation method. Entrapment efficiency (EE), thermal analysis (DSC and TGA), X-ray diffractometry (XRD), Fourier transform infrared spectroscopy (FT-IR), sorption isotherms and antifungal activity were evaluated for the characterization of the <span class="hlt">inclusion</span> complex (β-CD:2-NN). A higher EE was obtained (34.8%) for the <span class="hlt">inclusion</span> complex 1:0.5 than for other molar rates. Both DSC and TGA of the <span class="hlt">inclusion</span> complexes showed the presence of endothermic peaks between 80 °C and 150 °C, attributed to a complexation phenomenon. Antimicrobial tests for mycelial growth reduction under atmospheric conditions proved the fungistatic behaviour of the <span class="hlt">inclusion</span> complexes against Botrytis cinerea. PMID:26593579</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012MMTA...43.2316P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012MMTA...43.2316P"><span id="translatedtitle">Characterization of Nonmetallic <span class="hlt">Inclusions</span> in High-Manganese and Aluminum-Alloyed Austenitic Steels</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Park, Joo Hyun; Kim, Dong-Jin; Min, Dong Joon</p> <p>2012-07-01</p> <p>The effects of Al and Mn contents on the size, composition, and three-dimensional morphologies of <span class="hlt">inclusions</span> formed in Fe- xMn- yAl ( x = 10 and 20 mass pct, y = 1, 3, and 6 mass pct) steels were investigated to enhance our understanding of the <span class="hlt">inclusion</span> formation behavior in high Mn-Al-alloyed steels. By assuming that the alumina is a dominant oxide <span class="hlt">compound</span>, the volume fraction of <span class="hlt">inclusions</span> estimated from the chemical analysis, i.e., insoluble Al, in the Fe-Mn-3Al steels was larger than the <span class="hlt">inclusion</span> volume fractions in the Fe-Mn-1Al and Fe-Mn-6Al steels. A similar tendency was found in the analysis of <span class="hlt">inclusions</span> from a potentiostatic electrolytic extraction method. This finding could be explained from the terminal velocities of the <span class="hlt">compounds</span>, which was affected by the thermophysical properties of Fe-Mn-Al steels. The <span class="hlt">inclusions</span> formed in the Fe-Mn-Al-alloyed steels are classified into seven types according to chemistry and morphology: (1) single Al2O3 particle, (2) single AlN or AlON particle, (3) MnAl2O4 single galaxite spinel particle, (4) Al2O3(-Al(O)N) agglomerate, (5) single Mn(S,Se) particle, (6) oxide core with Mn(S,Se) skin (wrap), and (7) Mn(S,Se) core with Al2O3(-Al(O)N) aggregate (or bump). The Mn(S,Se) <span class="hlt">compounds</span> were formed by the contamination of the steels by Se from the electrolytic Mn. Therefore, the raw materials (Mn) should be used carefully in the melting and casting processes of Fe-Mn-Al-alloyed steels.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JPhCS.677a2004P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JPhCS.677a2004P"><span id="translatedtitle">Fluorocarbon <span class="hlt">compounds</span> in MRI diagnostics and medical therapy</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pirogov, Yu</p> <p>2016-02-01</p> <p>The lecture describes the application of fluorocarbon <span class="hlt">compounds</span> as blood substitutes and contrasting preparations in MRI diagnostics. A blood substitute product fluorocarbon Perfluorane® has shown effectiveness in oxygen delivery to the tissues of living organisms, and cardioprotective effect which does not depend on the patient's blood group. <span class="hlt">Inclusion</span> of paramagnetic atoms (gadolinium, iron, etc.) to the Perfluorane® chemical formula creates a new <span class="hlt">compound</span> with high MRI contrast efficiencies at Larmor frequencies of protons so and fluorine-19 nuclei.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://ntrs.nasa.gov/search.jsp?R=19890030095&hterms=chromium&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchromium','NASA-TRS'); return false;" href="http://ntrs.nasa.gov/search.jsp?R=19890030095&hterms=chromium&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchromium"><span id="translatedtitle">Nickel and chromium isotopes in Allende <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Birck, J. L.; Lugmair, G. W.</p> <p>1988-01-01</p> <p>High-precision nickel and chromium isotopic measurements were carried out on nine Allende <span class="hlt">inclusions</span>. It is found that Ni-62, Ni-64, excesses are present in at least three of the samples. The results suggest that the most likely mechanism for the anomalies is a neutron-rich statistical equilibrium process. An indication of elevated Ni-60 is found in almost every <span class="hlt">inclusion</span> measured. This effect is thought to be related to the decay of now extinct Fe-60. An upper limit of 1.6 X 10 to the -6th is calculated for the Fe-60/Fe-56 ratio at the time these Allende <span class="hlt">inclusions</span> crystallized.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22316907','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22316907"><span id="translatedtitle">The hierarchy of needs to <span class="hlt">inclusive</span> design.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van der Linden, Júlio Carlos de Souza; Brendler, Clariana Fischer</p> <p>2012-01-01</p> <p>This paper focuses Design importance in the development of effectively <span class="hlt">inclusive</span> products based on Design Emotional approach, allowing children with disabilities to experience playing in the childhood as an instrument for social integration. The methodology used to develop this study was based on literature review, considering the following themes: emotional design, accessibility and <span class="hlt">inclusion</span>, emotion and development of children. As a result, we propose a new level of need to model the hierarchy of needs, of Jordan ("usability", "functionality" and "pleasure"), level with the <span class="hlt">inclusion</span> of "dignity." PMID:22316907</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AGUFM.V41A2156B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V41A2156B"><span id="translatedtitle">Volatile Release from the Siberian Traps Inferred from Melt <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Black, B. A.; Elkins-Tanton, L. T.; Rowe, M. C.; Ukstins Peate, I.</p> <p>2009-12-01</p> <p>The Siberian Traps Large Igneous Province is one of the largest known continental flood volcanic provinces in the Phanerozoic. The quantification of volatile degassing is particularly important because the Siberian Traps have often been invoked as a possible trigger for the end-Permian mass extinction (e.g. Campbell et al., 1992; Wignall, 2001). Volatile degassing provides a crucial mechanism to link mafic volcanic eruption to global environmental change. Mafic flood basalt magmas are expected to have low volatile contents (similar to mid-ocean ridge basalts). However, Siberian Traps magmas were chambered in and erupted through a thick sedimentary basin and may have interacted with, and obtained volatiles from, sedimentary lithologies such as limestone, coal, and evaporite. Melt <span class="hlt">inclusions</span> from the Siberian Traps provide insight into the potential total volatile budget throughout the evolution of the large igneous province. These droplets of trapped melt may preserve volatile species that would otherwise have degassed at the time of eruption (Thordarson et al., 1996). Mafic pyroclastic deposits from the lowermost Arydzhangsky suite (basal Siberian Traps) contain clinopyroxene phenocrysts hosting melt <span class="hlt">inclusions</span>. Electron microprobe analysis of clinopyroxene-hosted re-homogenized melt <span class="hlt">inclusions</span> indicates maximum measured concentrations of up to 1500 - 2000 ppm sulfur, 500 - 760 ppm chlorine, and 1900 - 2400 ppm fluorine. Olivines from the Maymechinsky suite, recognized as the last extrusive products of Siberian Traps volcanism, contain melt <span class="hlt">inclusions</span> with maximum sulfur concentrations in the range of 5000 ppm, and less substantial concentrations of chlorine and fluorine. Intrusive igneous rocks from the province also display significant volatile contents. A sill from the Ust-Ilimsk region yielded plagioclase-hosted melt <span class="hlt">inclusions</span> which contain chlorine and fluorine concentrations nearing one weight percent. Visscher et al. (2004) proposed that chlorofluorocarbon</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/24673472','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24673472"><span id="translatedtitle">Basophilic <span class="hlt">inclusions</span> and neuronal intermediate filament <span class="hlt">inclusions</span> in amyotrophic lateral sclerosis and frontotemporal lobar degeneration.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ito, Hidefumi</p> <p>2014-12-01</p> <p>Basophilic <span class="hlt">inclusions</span> (BIs) and neuronal intermediate filament <span class="hlt">inclusions</span> (NIFIs) are key structures of basophilic <span class="hlt">inclusion</span> body disease and neuronal intermediate filament <span class="hlt">inclusion</span> disease (NIFID), respectively. BIs are sharply-defined, oval or crescent neuronal intracytoplasmic <span class="hlt">inclusions</span> that appear pale blue-gray in color with HE staining and purple in color with Nissl but are stained poorly with silver impregnation techniques. Immunohistochemically BIs are negative for tau, trans-activation response DNA 43 (TDP-43), α-synuclein, neurofilament (NF) and α-internexin, positive for p62, and variably ubiquitinated. Noticeably, BIs are consistently fused in sarcoma (FUS) positive. NIFIs are by definition immuno-positive for class IV IFs including three NF triplet subunit proteins and α-internexin but negative for tau, TDP-43, and α-synuclein. In NIFID cases several types of <span class="hlt">inclusions</span> have been identified. Among them, hyaline conglomerate-like <span class="hlt">inclusions</span> are the only type that meets the above immunohistochemical features of NIFIs. This type of <span class="hlt">inclusion</span> appears upon HE staining as multilobulated, faintly eosinophilic or pale amphophilic spherical masses with a glassy appearance. These hyaline conglomerates appear strongly argyrophilic, and robustly and consistently immuno-positive for IFs. In contrast, this type of <span class="hlt">inclusion</span> shows no or only occasional dot-like FUS immunoreactivity. Therefore, BIs and NIFIs are distinct from each other in terms of morphological, tinctorial and immunohistochemical features. However, basophilic <span class="hlt">inclusion</span> body disease (BIBD) and NIFID are difficult to differentiate clinically. Moreover, Pick body-like <span class="hlt">inclusions</span>, the predominant type of <span class="hlt">inclusions</span> seen in NIFID, are considerably similar to the BIs of BIBD in that this type of <span class="hlt">inclusion</span> is basophilic, poorly argyrophilic, negative for IFs and intensely immuno-positive for FUS. As BIBD and NIFID share FUS accumulation as the most prominent molecular pathology, whether these two</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016LPICo1921.6098S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016LPICo1921.6098S"><span id="translatedtitle">Refractory <span class="hlt">Inclusions</span> in Pristine Chondrites: Population Comparisons and Equilibrium Condensates</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Simon, S. B.</p> <p>2016-08-01</p> <p>The refractory <span class="hlt">inclusion</span> populations of two CO3 chondrites, DOM 08006 and MIL 090019, were investigated. In both samples >10% of the <span class="hlt">inclusions</span> contain grossite, a predicted solar condensate, rare in most <span class="hlt">inclusion</span> populations but significant here.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23696172','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23696172"><span id="translatedtitle"><span class="hlt">Compounding</span> in Ukraine.</span></a></p> <p><a target="_blank" href="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. PMID:23696172</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=1980GeoRL...7..493L&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=1980GeoRL...7..493L&link_type=ABSTRACT"><span id="translatedtitle">Oxygen isotopic anomalies in Allende <span class="hlt">inclusion</span> HAL</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lee, T.; Mayeda, T. K.; Clayton, R. N.</p> <p>1980-07-01</p> <p>An oxygen isotopic study which demonstrates the Allende <span class="hlt">inclusion</span> HAL is a FUN object is discussed; the hibonite core, black inner rim and fine-grained outer rim have beem sampled. The oxygen in HAL is found to be heterogeneous, the rim samples having oxygen compositions similar to that of melilites and alteration products in other Allende <span class="hlt">inclusions</span> including the FUN <span class="hlt">inclusion</span> EK1-4-1, while the oxygen in the hibonite core shows the most extreme deviation from the AD line so far observed. The oxygen in HAL hibonite, in ED1-4-1 spinel and in spinels of usual Allende <span class="hlt">inclusions</span> form an approximate linear array with a slope close to 1/2. With regard to the fractionation process, it is noted that the fractionation per amu for various elements does not correlate inversely with mass and that fractionation is elementally selective, probably according to volatility.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=heterogeneous+AND+scheduling&pg=2&id=EJ522459','ERIC'); return false;" href="http://eric.ed.gov/?q=heterogeneous+AND+scheduling&pg=2&id=EJ522459"><span id="translatedtitle">Essential Schools and <span class="hlt">Inclusion</span>: A Responsive Partnership.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Malloy, William</p> <p>1996-01-01</p> <p>The Coalition of Essential Schools focuses on responsible <span class="hlt">inclusion</span> and uses a variety of nontraditional methods: flexible scheduling, heterogenous grouping, the philosophy of student-as-worker, integrated curriculum, coaching, self-directed learning, alternative assessments, and interdisciplinary planning. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ghr.nlm.nih.gov/condition/microvillus-inclusion-disease','NIH-MEDLINEPLUS'); return false;" href="https://ghr.nlm.nih.gov/condition/microvillus-inclusion-disease"><span id="translatedtitle">Genetics Home Reference: microvillus <span class="hlt">inclusion</span> disease</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... of nutrients from food during digestion, resulting in malnutrition and dehydration. Affected infants often have difficulty gaining ... and fluids during digestion leads to recurrent diarrhea, malnutrition, and dehydration in individuals with microvillus <span class="hlt">inclusion</span> disease . ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009AGUFM.V51E1771C&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009AGUFM.V51E1771C&link_type=ABSTRACT"><span id="translatedtitle">Water loss from olivine hosted melt <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Chen, Y.; Provost, A.; Schiano, P.; Cluzel, N.</p> <p>2009-12-01</p> <p>Water content in melt <span class="hlt">inclusions</span> has long been used as an important index for the water content of the hosting magma. However, many studies have shown that post-entrapment diffusive re-equilibration can affect the water content of melt <span class="hlt">inclusions</span>. This process must be considered when using melt <span class="hlt">inclusions</span> to infer water content of the hosting magma. Theoretical model on the diffusive re-equilibration between melt <span class="hlt">inclusions</span> and external melts showed that the re-equilibration rate depends on the diffusivity of the re-equilibrating species in the host mineral, the partition coefficient of this species between the host mineral and melt, and the geometry of the melt <span class="hlt">inclusion</span> and host mineral. The water diffusivity in olivine and water partition coefficient between melt and olivine have been measured by recent studies, therefore the diffusive re-equilibration model can be tested by experiments. In this study, we carried out in-situ Fourier transform infrared spectroscopy (FTIR) measurements on the water content of olivine hosted melt <span class="hlt">inclusions</span> at high temperatures. Initial water content of the melt <span class="hlt">inclusions</span> is about 4 wt%. A heating stage system is combined with a microscope FTIR and the absorption spectrum through the olivine and melt <span class="hlt">inclusion</span> is repeatedly measured. Although the absorption band at around 3540 cm-1 has not be calibrated at high temperatures, it is assumed that the absorbance is linearly related to the total water concentration in the melt <span class="hlt">inclusion</span>, and the relative water content can be inferred. Cautions have been exercised to maintain a consistent measurement spot such that the thickness of the melt <span class="hlt">inclusion</span> within the beam path did not change significantly during each experiment. Oxygen fugacity in the heating stage is controlled by Zr purified Ar gas to be about 7 logarithm units below the QFM buffer and about 1 logarithm unit above the QIF buffer at 1473 K. Preliminary results showed that at 1430 and 1581 K, the total water content of the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/979695','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/979695"><span id="translatedtitle">Duality in Semi-<span class="hlt">Inclusive</span> Pion Electroproduction</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>F E Close, W Melnitchouk</p> <p>2009-05-01</p> <p>We explore quark-hadron duality in semi-<span class="hlt">inclusive</span> pion electroproduction on proton and neutron targets. Using the spin-flavor symmetric quark model, we compute ratios of $\\pi^+$ and $\\pi^-$ cross sections for both unpolarized and polarized scattering, and discuss realizations of duality in several symmetry breaking scenarios. The model calculations allow one to understand some of the key features of recent data on semi-<span class="hlt">inclusive</span> pion production at low energies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23974124','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23974124"><span id="translatedtitle">Pharmacy <span class="hlt">compounding</span> urban legends.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kastango, Eric S</p> <p>2006-01-01</p> <p>This article reviews and clarifies a small sampling of the myths, or urban legends, about <span class="hlt">compounding</span>. Included are comments on United sTates Pharmacopeia Chapter 797, environmental issues related to sterile <span class="hlt">compounding</span>, and suggested resources for clarification of some of these myths. This article recommends a knowledge-based partnership between <span class="hlt">compounding</span> pharmacists and pharmaceutical manufacturers to improve <span class="hlt">compounding</span> activities and quality assurance methods to ensure that <span class="hlt">compounded</span> medications are safe.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15193330','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15193330"><span id="translatedtitle">Phytodegradation of organic <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Newman, Lee A; Reynolds, Charles M</p> <p>2004-06-01</p> <p>The phytodegradation of organic <span class="hlt">compounds</span> can take place inside the plant or within the rhizosphere of the plant. Many different <span class="hlt">compounds</span> and classes of <span class="hlt">compounds</span> can be removed from the environment by this method, including solvents in groundwater, petroleum and aromatic <span class="hlt">compounds</span> in soils, and volatile <span class="hlt">compounds</span> in the air. Although still a relatively new area of research, there are many laboratories studying the underlying science necessary for a wide range of applications for plant-based remediation of organic contaminants.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20532644','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20532644"><span id="translatedtitle"><span class="hlt">Inclusive</span> fitness from multitype branching processes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wild, Geoff</p> <p>2011-05-01</p> <p>I use multitype branching processes to study genetic models for the evolution of social behaviour, i.e. behaviours that, when acted out, affect the success of the actor's neighbours. Here, I suppose an individual bearing a mutant copy of a gene influences the reproductive success of a neighbour by altering its own competitive ability. Approximations based on assumptions about the rareness of the mutant allele and the strength of selection allow me to formulate statements concerning the probability of mutant extinction in terms of <span class="hlt">inclusive</span> fitness. <span class="hlt">Inclusive</span> fitness is an idea well known to biologists and can be thought of as a sum of an individual's fitness and the fitness of each of its relatives, weighted by some measure of genetic relatedness. Previous work has led to some confusion surrounding the definition of the <span class="hlt">inclusive</span>-fitness effect of a mutant allele when individuals carrying that allele experience demographic conditions that fluctuate randomly. In this paper, I emphasise the link between <span class="hlt">inclusive</span> fitness and the probability of mutant extinction. I recover standard results for populations of constant size, and I show that <span class="hlt">inclusive</span> fitness can be used to determine the short-term fate of mutants in the face of stochastic demographic fluctuations. Overall, then, I provide a connection between certain <span class="hlt">inclusive</span>-fitness-based approaches routinely applied in theoretical studies of social evolution.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6195741','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/6195741"><span id="translatedtitle">Unusual <span class="hlt">inclusions</span> found in a national diamond</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Leung, I.S.</p> <p>1985-01-01</p> <p>Three pale yellow minerals, 100-200 microns in their longest dimension, were extracted from a diamond 2.5 mm in size and examined in an SEM equipped with an X-ray energy-dispersive spectrometer. These <span class="hlt">inclusions</span> were found to be two grains of garnet and a coesite, all of which contain a microscopic grain of Ti-rich biotite, a small amount of sanidine and a number of other minerals. (1) Garnet-biotite-apatite-rutile-sanidine-(Fe,Ca) melt. Attached to one end of this garnet <span class="hlt">inclusion</span> is a crystal of biotite (50 x 30 ..mu..m) in which an apatite and a rutile are embedded. A thin lamella of sanidine occurs in the biotite near the garnet boundary. (2) Garnet-biotite-apatite-sanidine-rutile-pyrrhotite-(Fe,Ca,K) phase (unidentified). This garnet <span class="hlt">inclusion</span> partially encased a biotite crystal while all other phases occur as minute prismatic needles or irregular and globular masses on the <span class="hlt">inclusion</span> surface. (3) Coesite-biotite-sanidine-calcite. They are considered primary phases because the diamond host contains neither internal nor external fractures. Garnet, coesite, biotite and apatite are syngenetic <span class="hlt">inclusions</span> in this diamond based on their relatively large sizes and their intergrown relationships. All other phases may also be primary or derived from biotite which, in the presence of sulfur, may produce phlogopite + sanidine + pyrrhotite + rutile. The droplets of melt and thin lamella of sanidine in <span class="hlt">inclusion</span> (1) seem to be products of incongruent melting of biotite during the emplacement of kimberlite.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16852274','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16852274"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of PBN-type nitrone spin traps and their superoxide spin adducts with cyclodextrin derivatives: parallel determination of the association constants by NMR titrations and 2D-EPR simulations.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bardelang, David; Rockenbauer, Antal; Karoui, Hakim; Finet, Jean-Pierre; Tordo, Paul</p> <p>2005-05-26</p> <p>(1)H NMR and electron paramagnetic resonance (EPR) titrations were used to determine the association constants of the complexes of alpha-phenyl-N-tert-butylnitrone (PBN) analogues and their superoxide spin adducts, respectively, with methylated beta-cyclodextrins. A 1:1 stoichiometry for the nitrones with randomly methylated beta-cyclodextrin and 2,6-di-O-methyl-beta-cyclodextrin and 1:1 and 1:2 stoichiometries for the corresponding cyclodextrin-nitroxide complexes were observed. After the superoxide radical spin trapping reaction, EPR titrations afforded the association constants of the corresponding cyclodextrin-nitroxide complexes. Two-dimensional EPR simulations indicated a bimodal <span class="hlt">inclusion</span> of the nitroxide free radical spin adducts into the cyclodextrins. For all the nitrone-cyclodextrin and nitroxide-cyclodextrin complexes, the association constants were always higher for the nitroxide complexes than for the nitrone complexes. A cooperative system concerning the complexation of the nitroxide spin adduct with <span class="hlt">a</span> <span class="hlt">cyclodextrin</span> was evidenced by EPR titrations. The efficiency of the cyclodextrin <span class="hlt">inclusion</span> technique to trap superoxide and to resist bioreduction by sodium l-ascorbate was also investigated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12690567','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12690567"><span id="translatedtitle">Congenital myopathy with abundant ring fibres, rimmed vacuoles and <span class="hlt">inclusion</span> body myositis-type <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>Fidziańska, A; Kamińska, A</p> <p>2003-02-01</p> <p>We report a 17-year-old girl with an unusual neuromuscular disorder characterised by slowly progressive proximal muscle weakness whose muscle biopsy showed multiple ring fibres and numerous rimmed vacuoles as well as intracytoplasmic and intranuclear <span class="hlt">inclusions</span> of the <span class="hlt">inclusion</span> body myositis-type. The clinical features of the presented case, manifested by the onset of the disease in early childhood, delayed motor development, short stature, lordosis and joint contractures were suggestive of congenital myopathy. The coexistence of ring fibres, rimmed vacuoles and <span class="hlt">inclusion</span>-body myositis-type <span class="hlt">inclusions</span> in a child with congenital myopathy has not been previously reported.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27474645','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27474645"><span id="translatedtitle"><span class="hlt">Inclusion</span> of terpenes in cyclodextrins: Preparation, characterization and pharmacological approaches.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lima, Pollyana S S; Lucchese, Angélica M; Araújo-Filho, Heitor G; Menezes, Paula P; Araújo, Adriano A S; Quintans-Júnior, Lucindo J; Quintans, Jullyana S S</p> <p>2016-10-20</p> <p>Terpenes constitute the largest class of natural products and are important resources for the pharmaceutical, food and cosmetics industries. However, due to their low water solubility and poor bioavailability there has been a search for <span class="hlt">compounds</span> that could improve their physicochemical properties. Cyclodextrins (natural and derived) have been proposed for this role and have been complexed with different types of terpenes. This complexation has been demonstrated by using analytical techniques for characterizing complexes such as DSC, NMR, XRD, FTIR, and TGA. The formation of <span class="hlt">inclusion</span> complexes has been able to improve drug characteristics such as bioavailability, solubility and stability; and to enhance biological activity and efficacy. This review shows strong experimental evidence that cyclodextrins improve the pharmacological properties of terpenes, and therefore need to be recognized as being possible targets for clinical use. PMID:27474645</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/543181','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/543181"><span id="translatedtitle">Mass spectrometric identification of boric acid in fluid <span class="hlt">inclusions</span> in pegmatite minerals</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Williams, A.E.; Taylor, M.C.</p> <p>1996-09-01</p> <p>Direct, on-line mass spectrometric analyses were performed on volatiles released from microscopic fluid <span class="hlt">inclusions</span> in quartz, feldspar, and tourmaline from the miarolitic Belo Horizonte No. 1 pegmatite in the San Jacinto district, and Himalaya pegmatite dike system in the Mesa Grande district of southern California. These analyses are the first <span class="hlt">inclusion</span> volatile studies to indicate the presence of significant and variable concentrations of B <span class="hlt">compounds</span> in pegmatite formation fluids. Boron appears as boric acid B(OH){sub 3}, which is found at levels ranging from less than detection limit (<10{sup {minus}7} mole fraction) to as high as 10{sup {minus}4} mole fraction. High B concentrations are seen in <span class="hlt">inclusion</span> fluids from miarolite filling quartz, cleavelandite variety albite feldspar, and schorl tourmaline from the Belo Horizonte No. 1, while negligible amounts appear in late-stage green/pink-zoned gem elbaite tourmalines from that mine. Fluid <span class="hlt">inclusions</span> in quartz, as well as grey and pink tourmaline form the miarolites in the Himalaya mine, have undetectable levels of B <span class="hlt">compounds</span>. In addition to confirming the presence of very high boric acid concentrations in some pegmatite forming solutions, observations of large variations in abundance may provide new constraints on fluid chemical evolution trends during the genesis of these regionally and paragenetically complex gem deposits. 38 refs., 6 figs., 1 tab.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1574367','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1574367"><span id="translatedtitle">Dinitroso and polynitroso <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Gowenlock, Brian G.; Richter-Addo, George B.</p> <p>2005-01-01</p> <p>The growing interest in the chemistry of C-nitroso <span class="hlt">compounds</span> (RN=O; R = alkyl or aryl group) is due in part to the recognition of their participation in various metabolic processes of nitrogen-containing <span class="hlt">compounds</span>. C-Nitroso <span class="hlt">compounds</span> have a rich organic chemistry in their own right, displaying interesting intra- and intermolecular dimerization processes and addition reactions with unsaturated <span class="hlt">compounds</span>. In addition, they have a fascinating coordination chemistry. While most of the attention has been directed towards C-nitroso <span class="hlt">compounds</span> containing a single –NO moiety, there is an emerging area of research dealing with dinitroso and polynitroso <span class="hlt">compounds</span>. In this critical review, we present and discuss the synthetic routes and properties of these relatively unexplored dinitroso and polynitroso <span class="hlt">compounds</span>, and suggest areas of further development involving these <span class="hlt">compounds</span>. (126 references.) PMID:16100619</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20080005998','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20080005998"><span id="translatedtitle"><span class="hlt">Compounds</span> affecting cholesterol absorption</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hua, Duy H. (Inventor); Koo, Sung I. (Inventor); Noh, Sang K. (Inventor)</p> <p>2004-01-01</p> <p>A class of novel <span class="hlt">compounds</span> is described for use in affecting lymphatic absorption of cholesterol. <span class="hlt">Compounds</span> of particular interest are defined by Formula I: ##STR1## or a pharmaceutically acceptable salt thereof.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=innovation+AND+definition&pg=6&id=EJ986168','ERIC'); return false;" href="http://eric.ed.gov/?q=innovation+AND+definition&pg=6&id=EJ986168"><span id="translatedtitle">When <span class="hlt">Inclusion</span> Is Innovation: An Examination of Administrator Perspectives on <span class="hlt">Inclusion</span> in China</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hu, Bi Ying; Roberts, Sherron Killingsworth</p> <p>2011-01-01</p> <p>This article examines administrator perspectives of innovative services for the <span class="hlt">inclusion</span> of young children with disabilities in regular preschool classrooms in China. Twelve directors from 12 pilot <span class="hlt">inclusion</span> preschools in Beijing participated in this study. Qualitative interview results revealed the following subthemes: definition, advocacy,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=selective+AND+service&pg=6&id=ED550883','ERIC'); return false;" href="http://eric.ed.gov/?q=selective+AND+service&pg=6&id=ED550883"><span id="translatedtitle">An Exemplar of <span class="hlt">Inclusion</span>: a Case Study of an Exemplary Middle School Mathematics <span class="hlt">Inclusion</span> Program</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, Frederick J., Jr.</p> <p>2012-01-01</p> <p>This qualitative case study examined the <span class="hlt">inclusion</span> program of students receiving special education services in a general education mathematics classroom at an exemplary middle school in the southern region of Texas. This study sought to identify the best practices of a highly effective middle school mathematics <span class="hlt">inclusion</span> program. This study…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disadvantages+AND+diversity&pg=2&id=EJ1012653','ERIC'); return false;" href="http://eric.ed.gov/?q=disadvantages+AND+diversity&pg=2&id=EJ1012653"><span id="translatedtitle">Leadership for <span class="hlt">Inclusion</span>: Conceptualising and Enacting <span class="hlt">Inclusion</span> in Integrated Schools in a Troubled Society</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGlynn, Claire; London, Tim</p> <p>2013-01-01</p> <p><span class="hlt">Inclusion</span> is increasingly understood as an educational reform that responds to the diversity of all learners, challenging the marginalisation, exclusion and underachievement which may result from all forms of "difference". Leadership for <span class="hlt">inclusion</span> is conceptualised here as driving a constant struggle to create shared meanings of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=importance+AND+leadership&pg=5&id=EJ1058225','ERIC'); return false;" href="http://eric.ed.gov/?q=importance+AND+leadership&pg=5&id=EJ1058225"><span id="translatedtitle">Exploring the Landscape of <span class="hlt">Inclusion</span>: Profiles of <span class="hlt">Inclusive</span> versus Segregated School Districts in the United States</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marks, Susan Unok; Kurth, Jennifer A.; Bartz, Jody Marie</p> <p>2014-01-01</p> <p>Although <span class="hlt">inclusive</span> education has been increasing in frequency for students with disabilities in the United States, for many students, the opportunity to be educated with their peers without disabilities continues to be out of reach despite decades of efforts by those promoting the vision of <span class="hlt">inclusion</span>. This exploratory case study used interviews…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=7&id=EJ970251','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=7&id=EJ970251"><span id="translatedtitle">Characteristics of <span class="hlt">Inclusive</span> Faith Communities: A Preliminary Survey of <span class="hlt">Inclusive</span> Practices in the United States</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffin, Megan M.; Kane, Lydia W.; Taylor, Courtney; Francis, Susan H.; Hodapp, Robert M.</p> <p>2012-01-01</p> <p>Background: Although participation in faith communities is important to many individuals with disabilities, few studies have examined differences between communities that are more (versus less) <span class="hlt">inclusive</span>. This study investigated characteristics of faith communities in the United States related to greater <span class="hlt">inclusion</span>. Methods: Participants were 160…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teacher+AND+efficacy+AND+inclusive+AND+practice&pg=5&id=EJ977194','ERIC'); return false;" href="http://eric.ed.gov/?q=teacher+AND+efficacy+AND+inclusive+AND+practice&pg=5&id=EJ977194"><span id="translatedtitle">Teaching <span class="hlt">Inclusively</span>: Are Secondary Physical Education Student Teachers Sufficiently Prepared to Teach in <span class="hlt">Inclusive</span> Environments?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coates, Janine Kim</p> <p>2012-01-01</p> <p>Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted <span class="hlt">inclusivity</span> in the way children with special educational needs (SEN) are taught. Therefore, <span class="hlt">inclusion</span> has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=different+AND+ways+AND+thinking&pg=3&id=EJ831946','ERIC'); return false;" href="http://eric.ed.gov/?q=different+AND+ways+AND+thinking&pg=3&id=EJ831946"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education Policy in New Zealand: Reality or Ruse?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kearney, Alison; Kane, Ruth</p> <p>2006-01-01</p> <p>New Zealand, like many countries, is beginning the journey towards a more <span class="hlt">inclusive</span> education system. This paper examines <span class="hlt">inclusive</span> education in New Zealand, and in particular policy related to <span class="hlt">inclusive</span> education. New Zealand has the chance to make <span class="hlt">inclusion</span> a reality, but as Skrtic (1991) points out this will require a different way of thinking…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bearing&pg=2&id=EJ1104991','ERIC'); return false;" href="http://eric.ed.gov/?q=bearing&pg=2&id=EJ1104991"><span id="translatedtitle">An Arendtian Perspective on <span class="hlt">Inclusive</span> Education: Towards a Reimagined Vocabulary</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Korsgaard, Morten Timmermann</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about <span class="hlt">inclusiveness</span> in the school context. Many positions within <span class="hlt">inclusive</span> education seem to take political, social and ethical perspectives as a starting point, which has allowed <span class="hlt">inclusive</span> movements and initiatives…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=data+AND+analysis+AND+forward+AND+planning&pg=2&id=EJ811411','ERIC'); return false;" href="http://eric.ed.gov/?q=data+AND+analysis+AND+forward+AND+planning&pg=2&id=EJ811411"><span id="translatedtitle">Patterns of <span class="hlt">Inclusive</span> Education through the Practice of Student Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Angelides, Panayiotis</p> <p>2008-01-01</p> <p>For the purpose of moving towards more <span class="hlt">inclusive</span> practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to <span class="hlt">inclusive</span> education. This paper investigates the nature of <span class="hlt">inclusive</span> education through the practice of student teachers and sees how so-called <span class="hlt">inclusive</span> education manifests…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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 id="translatedtitle">26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-04-01</p> <p>... 26 Internal Revenue 14 2012-04-01 2012-04-01 false Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-5.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-5.pdf"><span id="translatedtitle">26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... 26 Internal Revenue 14 2011-04-01 2010-04-01 true Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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 id="translatedtitle">26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-04-01</p> <p>... 26 Internal Revenue 14 2014-04-01 2013-04-01 true Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title26-vol14/pdf/CFR-2013-title26-vol14-sec26-2642-5.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title26-vol14/pdf/CFR-2013-title26-vol14-sec26-2642-5.pdf"><span id="translatedtitle">26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-04-01</p> <p>... 26 Internal Revenue 14 2013-04-01 2013-04-01 false Finality of <span class="hlt">inclusion</span> ratio. 26.2642-5 Section...-5 Finality of <span class="hlt">inclusion</span> ratio. (a) Direct skips. The <span class="hlt">inclusion</span> ratio applicable to a direct skip...) Other GSTs. With respect to taxable distributions and taxable terminations, the <span class="hlt">inclusion</span> ratio for...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-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 id="translatedtitle">26 CFR 26.2642-5 - Finality of <span class="hlt">inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1047218','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=3&id=EJ1047218"><span id="translatedtitle">Language and Social <span class="hlt">Inclusion</span>: Unexplored Aspects of Intercultural Communication</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Musgrave, Simon; Bradshaw, Julie</p> <p>2014-01-01</p> <p>Social <span class="hlt">inclusion</span> policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social <span class="hlt">Inclusion</span> Board's reports (e.g., Social <span class="hlt">Inclusion</span> Unit, 2009), the emphasis is on the economic aspects of <span class="hlt">inclusion</span>, while little attention has been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=4&id=EJ1029907','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=4&id=EJ1029907"><span id="translatedtitle">Exploring Preservice Teachers' Attitudes Towards <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Killoran, Isabel; Woronko, Dagmara; Zaretsky, Hayley</p> <p>2014-01-01</p> <p>This study responds to a call for research into existing teacher-education programmes and their impact on teacher candidates' attitudes. An <span class="hlt">inclusive</span> education course that examined the difference between "soft <span class="hlt">inclusion</span>" (<span class="hlt">inclusion</span> which addresses the issue of place rather than substance of learning) and genuine <span class="hlt">inclusion</span> was used…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26137607','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26137607"><span id="translatedtitle">Regulating <span class="hlt">compounding</span> pharmacies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Noble, Ashley</p> <p>2015-06-01</p> <p>(1) The Pew Charitable Trusts identified 27 <span class="hlt">compounding</span> incidents that resulted in 89 deaths since 2001. (2) Unlike drug manufacturers, <span class="hlt">compounding</span> pharmacies are generally not required to report adverse events associated with their products to the FDA. (3) Federal law on drug <span class="hlt">compounding</span> was updated in 2013 to create a new group of <span class="hlt">compounders</span> called "outsourcing facilities." Over 50 facilities in 23 states are now registered with the FDA.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AcSpA..79.1904E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AcSpA..79.1904E"><span id="translatedtitle"><span class="hlt">Inclusion</span> of Paracetamol into β-cyclodextrin nanocavities in solution and in the solid state</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>El-Kemary, Maged; Sobhy, Saffaa; El-Daly, Samy; Abdel-Shafi, Ayman</p> <p>2011-09-01</p> <p>We report on steady-state UV-visible absorption and emission characteristics of Paracetamol, drug used as antipyretic agent, in water and within cyclodextrins (CDs): β-CD, 2-hydroxypropyl- β-CD (HP- β-CD) and 2,6-dimethyl- β-CD (Me- β-CD). The results reveal that Paracetamol forms a 1:1 <span class="hlt">inclusion</span> complex with CD. Upon encapsulation, the emission intensity enhances, indicating a confinement effect of the nanocages on the photophysical behavior of the drug. Due to its methyl groups, the Me- β-CD shows the largest effect for the drug. The observed binding constant showing the following trend: Me- β-CD > HP- β-CD > β-CD. The less complexing effectiveness of HP- β-CD is due to the steric effect of the hydroxypropyl-substituents, which can hamper the <span class="hlt">inclusion</span> of the guest molecules. The solid state <span class="hlt">inclusion</span> complex was prepared by co-precipitation method and its characterization was investigated by Fourier transform infrared spectroscopy, 1H NMR and X-ray diffractometry. These approaches indicated that Paracetamol was able to form an <span class="hlt">inclusion</span> complex with CDs, and the <span class="hlt">inclusion</span> <span class="hlt">compounds</span> exhibited different spectroscopic features and properties from Paracetamol.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4311586','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4311586"><span id="translatedtitle"><span class="hlt">Inclusion</span> of trans-resveratrol in methylated cyclodextrins: synthesis and solid-state structures</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Trollope, Lee; Cruickshank, Dyanne L; Noonan, Terence; Bourne, Susan A; Sorrenti, Milena; Catenacci, Laura</p> <p>2014-01-01</p> <p>Summary The phytoalexin trans-resveratrol, 5-[(1E)-2-(4-hydroxyphenyl)ethenyl]-1,3-benzenediol, is a well-known, potent antioxidant having a variety of possible biomedical applications. However, its adverse physicochemical properties (low stability, poor aqueous solubility) limit such applications and its <span class="hlt">inclusion</span> in cyclodextrins (CDs) has potential for addressing these shortcomings. Here, various methods of the attempted synthesis of <span class="hlt">inclusion</span> complexes between trans-resveratrol and three methylated cyclodextrins (permethylated α-CD, permethylated β-CD and 2,6-dimethylated β-CD) are described. Isolation of the corresponding crystalline 1:1 <span class="hlt">inclusion</span> <span class="hlt">compounds</span> enabled their full structure determination by X-ray analysis for the first time, revealing a variety of guest <span class="hlt">inclusion</span> modes and unique supramolecular crystal packing motifs. The three crystalline <span class="hlt">inclusion</span> complexes were also fully characterized by thermal analysis (hot stage microscopy, thermogravimetric analysis and differential scanning calorimetry). To complement the solid-state data, phase-solubility studies were conducted using a series of CDs (native and variously derivatised) to establish their effect on the aqueous solubility of trans-resveratrol and to estimate association constants for complex formation. PMID:25670983</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JMoSt1101...14S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JMoSt1101...14S"><span id="translatedtitle">Synthesis and structure of new carbohydrate metal-organic frameworks and <span class="hlt">inclusion</span> complexes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sha, Jing-Quan; Wu, Lian-He; Li, Shu-Xian; Yang, Xiao-Ning; Zhang, Yu; Zhang, Qian-Nan; Zhu, Pei-Pei</p> <p>2015-12-01</p> <p>Two new metal-organic framework <span class="hlt">compounds</span> based on natural β-cyclodextrin molecules (β-CD) and alkali metals (Na+/K+) were synthesized and characterized by elemental analyses, IR, XPRD and 1HNMR. Single-crystal X-ray diffraction analysis reveals that <span class="hlt">compounds</span> 1 and 2 possess the bowl-like pore and the "8" type double channels configuration. Due to the [blow + channel] double configuration, 5-Fluorouracil (5-FU) and Quercetin <span class="hlt">inclusion</span> complexes of <span class="hlt">compound</span> 1 are studied, and the results show that the two kinds of drug with different structure and size can be included into the <span class="hlt">compound</span> at the same time, which is expected to become a new type of multi-functional green crystalline solid material.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1995qheh.conf..445B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1995qheh.conf..445B"><span id="translatedtitle">| Veb | from <span class="hlt">inclusive</span> semileptonic B decays</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ball, P.</p> <p></p> <p>We determine $|V_{cb}|$ from <span class="hlt">inclusive</span> semileptonic B decays including resummation of supposedly large perturbative corrections, which originate from the running of the strong coupling. We argue that the low value of the BLM scale found previously for <span class="hlt">inclusive</span> decays is a manifestation of the renormalon divergence of the perturbative series starting already in third order. A reliable determination of $|V_{cb}|$ from <span class="hlt">inclusive</span> decays is still possible if one uses a short-distance b quark mass. We find that using the $\\overline{\\rm MS}$ running mass significantly reduces the perturbative coefficients already in low orders. For a semileptonic branching ratio of $10.9\\%$ we obtain $|V_{cb}|(\\tau_B/1.50\\,{\\rm ps})^{1/2}=0.041\\pm 0.002\\pm 0.002$. This work was done in collaboration with M. Beneke and V.M.\\ Braun.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/1040410','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/1040410"><span id="translatedtitle">Electronic Impact of <span class="hlt">Inclusions</span> in Diamond</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Muller, E.M.; Smedley, J.; Raghothamachar, B.; Gaowei, M.; Keister, J.W.; Ben-Zvi, I.; Dudley, M.; Wu, Q.</p> <p>2010-04-07</p> <p>X-ray topography data are compared with photodiode responsivity maps to identify potential candidates for electron trapping in high purity, single crystal diamond. X-ray topography data reveal the defects that exist in the diamond material, which are dominated by non-electrically active linear dislocations. However, many diamonds also contain defects configurations (groups of threading dislocations originating from a secondary phase region or <span class="hlt">inclusion</span>) in the bulk of the wafer which map well to regions of photoconductive gain, indicating that these <span class="hlt">inclusions</span> are a source of electron trapping which affect the performance of diamond X-ray detectors. It was determined that photoconductive gain is only possible with the combination of an injecting contact and charge trapping in the near surface region. Typical photoconductive gain regions are 0.2 mm across; away from these near-surface <span class="hlt">inclusions</span> the device yields the expected diode responsivity.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/17741381','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/17741381"><span id="translatedtitle">Potassium in clinopyroxene <span class="hlt">inclusions</span> from diamonds.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harlow, G E; Veblen, D R</p> <p>1991-02-01</p> <p>Analytical transmission electron microscopy, electron microprobe analyses, and singlecrystal x-ray diffraction data support the conclusion that high potassium contents, up to 1.5 weight percent K(2)O, of some diopside and omphacite <span class="hlt">inclusions</span> from diamonds represent valid clinopyroxene compositions with K in solid solution. This conclusion contradicts the traditional view of pyroxene crystal chemistry, which holds that K is too large to be incorporated in the pyroxene structure. These diopside and omphacite <span class="hlt">inclusions</span> have a high degree of crystal perfection and anomalously large unit-cell volumes, and a defect-free structure is observed in K-bearing regions when imaged by transmission electron microscopy. These observations imply that clinopyroxene can be a significant host for K in the mantle and that some clinopyroxene <span class="hlt">inclusions</span> and their diamond hosts may have grown in a highly K-enriched environment. PMID:17741381</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25559642','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25559642"><span id="translatedtitle"><span class="hlt">Inclusion</span> probability with dropout: an operational formula.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Milot, E; Courteau, J; Crispino, F; Mailly, F</p> <p>2015-05-01</p> <p>In forensic genetics, a mixture of two or more contributors to a DNA profile is often interpreted using the <span class="hlt">inclusion</span> probabilities theory. In this paper, we present a general formula for estimating the probability of <span class="hlt">inclusion</span> (PI, also known as the RMNE probability) from a subset of visible alleles when dropouts are possible. This one-locus formula can easily be extended to multiple loci using the cumulative probability of <span class="hlt">inclusion</span>. We show that an exact formulation requires fixing the number of contributors, hence to slightly modify the classic interpretation of the PI. We discuss the implications of our results for the enduring debate over the use of PI vs likelihood ratio approaches within the context of low template amplifications.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/6331275','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/6331275"><span id="translatedtitle">Neuronal intranuclear <span class="hlt">inclusion</span> disease in identical twins.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haltia, M; Somer, H; Palo, J; Johnson, W G</p> <p>1984-04-01</p> <p>A pair of female identical twins exhibited slurred speech, nystagmus, and oculogyral spasms starting at age 11. The patients then had episodic rage, extrapyramidal and lower motor neuron abnormalities, and grand mal seizures, but retained largely normal intelligence, until death at age 21. Severe loss of nigral and craniospinal motor neurons was noted postmortem. Round, eosinophilic, autofluorescent <span class="hlt">inclusion</span> bodies, 3 to 10 microns in diameter, were observed in the nuclei of most nerve cell types of the central and peripheral nervous systems and retina. Ultrastructurally the <span class="hlt">inclusions</span> appeared as masses of filaments without a limiting membrane, the constituent filaments having a diameter of 8.5 to 9.5 nm. Histochemical results suggested the presence of proteins with a high content of tryptophan. Four similar cases have been reported previously under various designations. We propose the name neuronal intranuclear <span class="hlt">inclusion</span> disease for the disorder. PMID:6331275</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23570838','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23570838"><span id="translatedtitle">History of <span class="hlt">Inclusive</span> Design in the UK.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>John Clarkson, P; Coleman, Roger</p> <p>2015-01-01</p> <p>The UK Design Council describes <span class="hlt">Inclusive</span> Design as neither a new genre of design, nor a separate specialism, but as a general approach to designing in which designers ensure that their products and services address the needs of the widest possible audience, irrespective of age or ability. <span class="hlt">Inclusive</span> Design (also known [in Europe] as Design for All and as Universal Design in the USA) is in essence the inverse of earlier approaches to designing for disabled and elderly people as a sub-set of the population, and an integral part of a more recent international trend towards the integration of older and disabled people in the mainstream of society. This paper describes the development of <span class="hlt">Inclusive</span> Design in the UK, from its early beginnings, through its subsequent adoption as a topic of academic research, leading to its recent emergence embodied as a framework and toolkit for design.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22376063','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22376063"><span id="translatedtitle">Compositional space boundaries for organic <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lobodin, Vladislav V; Marshall, Alan G; Hsu, Chang Samuel</p> <p>2012-04-01</p> <p>An upper elemental compositional boundary for fossil hydrocarbons has previously been established as double-bond equivalents (i.e., DBE = rings plus double bonds) not exceeding 90% of the number of carbons. For heteroatom-containing fossil <span class="hlt">compounds</span>, the 90% rule still applies if each N atom is counted as a C atom. The 90% rule eliminates more than 10% of the possible elemental compositions at a given mass for fossil database molecules. However, some synthetic <span class="hlt">compounds</span> can fall outside the upper boundary defined for naturally occurring <span class="hlt">compounds</span>. Their <span class="hlt">inclusion</span> defines an "absolute" upper boundary as DBE (rings plus double bonds to carbon) equal to carbon number plus one, and applies to all organic <span class="hlt">compounds</span> including fullerenes and other molecules containing no hydrogen. Finally, the DBE definition can fail for molecules with particular atomic valences. Therefore, we also present a generalized DBE definition that includes atomic valence to enable calculation of the correct total number of rings, double bonds, and triple bonds for heteroatom-containing <span class="hlt">compounds</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17815315','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17815315"><span id="translatedtitle">Computed tomographic analysis of meteorite <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>Arnold, J R; Testa, J P; Friedman, P J; Kambic, G X</p> <p>1983-01-28</p> <p>The discovery of isotopic anomalies in the calcium- and aluminum-rich <span class="hlt">inclusions</span> of the Allende meteorite has improved our knowledge of the origin of the solar system. Inability to find more <span class="hlt">inclusions</span> without destroying the meteorite has hampered further study. By using a fourth-generation computed tomographic scanner with modifications to the software only, the interior of heterogeneous materials such as Allende can be nondestructively probed. The regions of material with high and low atomic numbers are displayed quickly. The object can then be cut to obtain for analysis just the areas of interest.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=paz&pg=3&id=ED559795','ERIC'); return false;" href="http://eric.ed.gov/?q=paz&pg=3&id=ED559795"><span id="translatedtitle">From <span class="hlt">Inclusion</span> for Some to <span class="hlt">Inclusion</span> for All: A Case Study of the <span class="hlt">Inclusion</span> Program at One Catholic Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Paz, Emily</p> <p>2013-01-01</p> <p>Catholic schools in the United States have grappled with how to serve students with disabilities without the funding sources available to public schools. This mixed methods case study examines the driving forces, restraining forces, and social justice issues that influenced the development of an <span class="hlt">inclusion</span> program at one Catholic elementary school.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EGUGA..18.1725A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EGUGA..18.1725A"><span id="translatedtitle">Solid <span class="hlt">inclusion</span> thermobarometry under fire: Heating experiments on encapsulated quartz <span class="hlt">inclusions</span> in garnet</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ashley, Kyle T.; Steele-MacInnis, Matthew; Bodnar, Robert J.; Darling, Robert S.</p> <p>2016-04-01</p> <p>Internal pressures of mineral <span class="hlt">inclusions</span> (Pincl) result from differences in elastic properties of the <span class="hlt">inclusion</span> mineral and its host mineral. Recent studies utilize pressure-sensitive Raman spectroscopic waveshifts to determine the retained Pincl and apply elastic theory to estimate pressure (or temperature) conditions of entrapment. Quartz <span class="hlt">inclusions</span> are commonly utilized because quartz is a "soft," compressible mineral that is ubiquitous as an <span class="hlt">inclusion</span> phase in continental metamorphic rocks. Garnet is a commonly used host because it is rigid and isotropic. Quartz <span class="hlt">inclusions</span> trapped in garnet at high-P, low-T conditions will retain high Pincl; whereas those trapped at low-P, high-T conditions yield negative waveshifts equating to "negative" pressure, or net tensile stress on the <span class="hlt">inclusion</span>. While Pincl can be accurately calculated from Raman data, barometry relies also upon the quality of the elastic model, which fundamentally depends on the quality of the P ‑V ‑T equations of state (EOS) applied. For quartz, EOS modeling is challenging due to the spontaneous strain that develops close to the lambda transition. In this study we conduct heating experiments on quartz <span class="hlt">inclusions</span> in garnet from natural samples to assess the response of <span class="hlt">inclusion</span> pressure to varying temperature (at ambient external pressure), and to evaluate predictions based on commonly applied EOS. Experiments were conducted on two quartz standards (a Herkimer "diamond" and Brazillian quartz) and four completely encapsulated <span class="hlt">inclusions</span> of quartz in garnet from three tectonically diverse terranes, including: (i) a dilated quartz <span class="hlt">inclusion</span> (Pincl = -4.3 kbar) from Port Leyden, Adirondack Mountains, New York, (ii) a Barrovian-sequence quartz <span class="hlt">inclusion</span> from northern Scotland (Pincl = 3.1 kbar), and (iii) two high-pressure (blueschist) quartz <span class="hlt">inclusions</span> from Sifnos, Greece (Pincl = 7.7 and 8.9 kbar). Standards were heated in 25 ° C increments with smaller increments near the lambda transition. Quartz</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70021290','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70021290"><span id="translatedtitle">Fluid-deposited graphitic <span class="hlt">inclusions</span> in quartz: Comparison between KTB (German Continental Deep-Drilling) core samples and artificially reequilibrated natural <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Pasteris, J.D.; Chou, I.-Ming</p> <p>1998-01-01</p> <p>We used Raman microsampling spectroscopy (RMS) to determine the degree of crystallinity of minute (2-15 ??m) graphite <span class="hlt">inclusions</span> in quartz in two sets of samples: experimentally reequilibrated fluid <span class="hlt">inclusions</span> in a natural quartz grain and biotite-bearing paragneisses from the KTB deep drillhole in SE Germany. Our sequential reequilibration experiments at 725??C on initially pure CO2 <span class="hlt">inclusions</span> in a quartz wafer and the J. Krautheim (1993) experiments at 900-1100??C on organic <span class="hlt">compounds</span> heated in gold or platinum capsules suggest that, at a given temperature, (1) fluid-deposited graphite will have a lower crystallinity than metamorphosed organic matter and (2) that the crystallinity of fluid-deposited graphite is affected by the composition of the fluid from which it was deposited. We determined that the precipitation of more-crystalline graphite is favored by lower fH2 (higher fO2), and that the crystallinity of graphite is established by the conditions (including gas fugacities) that pertain as the fluid first reaches graphite saturation. Graphite <span class="hlt">inclusions</span> within quartz grains in the KTB rocks show a wide range in crystallinity index, reflecting three episodes of carbon entrapment under different metamorphic conditions. Isolated graphite <span class="hlt">inclusions</span> have the spectral properties of totally ordered, completely crystalline graphite. Such crystallinity suggests that the graphite was incorporated from the surrounding metasedimentary rocks, which underwent metamorphism at upper amphibolite-facies conditions. Much of the fluid-deposited graphite in fluid <span class="hlt">inclusions</span>, however, shows some spectral disorder. The properties of that graphite resemble those of experimental precipitates at temperatures in excess of 700??C and at elevated pressures, suggesting that the <span class="hlt">inclusions</span> represent precipitates from C-O-H fluids trapped under conditions near those of peak metamorphism at the KTB site. In contrast, graphite that is intimately associated with chlorite and other</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26147068','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26147068"><span id="translatedtitle">When social <span class="hlt">inclusion</span> is not enough: Implicit expectations of extreme <span class="hlt">inclusion</span> in borderline personality disorder.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>De Panfilis, Chiara; Riva, Paolo; Preti, Emanuele; Cabrino, Chiara; Marchesi, Carlo</p> <p>2015-10-01</p> <p>Increasing evidence suggests that individuals with borderline personality disorder (BPD) might feel rejected even when socially included by others. A psychological mechanism accounting for this response bias could be that objective social <span class="hlt">inclusion</span> violates BPD patients' underlying implicit needs of "extreme" <span class="hlt">inclusion</span>. Thus, this study investigated whether, during interpersonal exchanges, BPD patients report more rejection-related negative emotions and less feelings of social connection than controls unless they are faced with conditions of extreme social <span class="hlt">inclusion</span>. Sixty-one BPD patients and 61 healthy controls completed a modified Cyberball paradigm. They were randomly assigned to a condition of ostracism, social <span class="hlt">inclusion</span>, or overinclusion (a proxy for extreme social <span class="hlt">inclusion</span>). They then rated their emotional states and feelings of social connection immediately and 20 min after the game. BPD patients reported greater levels of negative emotions than controls in the ostracism and the <span class="hlt">inclusion</span> conditions, but not when overincluded. Furthermore, only for BPD participants was overinclusion associated with experiencing less negative emotions than the ostracism condition. However, BPD patients reported lower feelings of social connection than controls in any experimental situation. Thus, in BPD, a laboratory condition of "overinclusion" is associated with a reduction of negative emotions to levels comparable to those of control participants, but not with similar degrees of social connection. These results suggest that for BPD patients, even "including contexts" activate feelings of rejection. Their implicit expectations of idealized interpersonal <span class="hlt">inclusion</span> may nullify the opportunity of experiencing "real" social connection and explain their distorted subjective experiences of rejection.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=pearson+AND+practice+AND+tests&pg=5&id=ED515639','ERIC'); return false;" href="http://eric.ed.gov/?q=pearson+AND+practice+AND+tests&pg=5&id=ED515639"><span id="translatedtitle">Mathematics Achievement of Regular Education Students by Placement in <span class="hlt">Inclusion</span> and Non-<span class="hlt">Inclusion</span> Classrooms and Their Principals' Perceptions 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>Hartfield, Loretta Rodgers</p> <p>2009-01-01</p> <p>This study examined mathematics achievement of fourth and fifth grade students in Mississippi and principals' perceptions of <span class="hlt">inclusion</span>. A sample of 462 students from eight separate elementary schools was selected for this study. Fifteen principals completed the Principal and <span class="hlt">Inclusion</span> Survey regarding <span class="hlt">inclusion</span> education. Eight of the 15…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stahlman&pg=2&id=EJ501332','ERIC'); return false;" href="http://eric.ed.gov/?q=stahlman&pg=2&id=EJ501332"><span id="translatedtitle">Some Thoughts on Models 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>Luetke-Stahlman, B.</p> <p>1994-01-01</p> <p>Seven models of <span class="hlt">inclusion</span> for deaf children are briefly described: (1) residential programming; (2) residential/public school split; (3) public school programming with a residential component; (4) contained classroom programming; (5) class within a class; (6) integration plus resource; and (7) integration with monitoring. Roles of teachers,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED441926.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED441926.pdf"><span id="translatedtitle">Improving Education: The Promise of <span class="hlt">Inclusive</span> Schooling.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ferguson, Dianne L.; Desjarlais, Audrey; Meyer, Gwen</p> <p></p> <p><span class="hlt">Inclusion</span> is an effort to make sure that all students benefit by becoming important and contributing members of their school communities. It is the attempt to make sure that students with disabilities go to school along with their friends and neighbors while also receiving the "specially designed instruction and support" they need to succeed as…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ854549.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ854549.pdf"><span id="translatedtitle">Listening Carefully for <span class="hlt">Inclusion</span>: A Principal's Awakening</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Raymond, Heather</p> <p>2005-01-01</p> <p>This article is a reflective piece of learning in process and what it means to be a principal of all children. The narrative is an extension from the doctorial work the author completed at the University of Alberta entitled "A Narrative Inquiry into Mothers' Experiences of Securing <span class="hlt">Inclusive</span> Education" (Raymond, 2002). This research inquiry…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/17817353','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/17817353"><span id="translatedtitle">Chrome pyrope: an <span class="hlt">inclusion</span> in natural diamond.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Meyer, H O</p> <p>1968-06-28</p> <p>Electron probe analyses of garnets that are rich in magnesium and that occur as <span class="hlt">inclusions</span> in natural diamonds show that the chrome-garnet end member, Mg(3)Cr(2)Si(3)O(12), is a major constituent (30 percent). PMID:17817353</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED464923.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED464923.pdf"><span id="translatedtitle">Essential Features of Methodologically <span class="hlt">Inclusive</span> Research Syntheses.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Suri, Harsh</p> <p></p> <p>Contemporary educational research is marked by diversity, complexity, and richness of purposes, methods, and perspectives. A framework, the Methodologically <span class="hlt">Inclusive</span> Research Synthesis (MIRS), has been developed to offer a set of guidelines to facilitate informed choices at the critical decision points of any research synthesis process. The MIRS…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=douglas+AND+long&pg=7&id=ED433645','ERIC'); return false;" href="http://eric.ed.gov/?q=douglas+AND+long&pg=7&id=ED433645"><span id="translatedtitle"><span class="hlt">Inclusive</span> High Schools: Learning from Contemporary Classrooms.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fisher, Douglas, Ed.; Sax, Caren, Ed.; Pumpian, Ian, Ed.</p> <p></p> <p>Addressing both processes and outcomes, this book provides a framework for developing <span class="hlt">inclusive</span> high schools, illustrated by detailed accounts of high schools that have struggled, strategized, and ultimately achieved success. Themes discussed include building crucial school-based relationships, developing support strategies, communicating…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=malta&pg=4&id=EJ642329','ERIC'); return false;" href="http://eric.ed.gov/?q=malta&pg=4&id=EJ642329"><span id="translatedtitle">Recent Developments in <span class="hlt">Inclusive</span> Education in Malta.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bartolo, Paul A.</p> <p>2001-01-01</p> <p>Examines recent developments in Malta's <span class="hlt">inclusive</span> education policy, discourse, and practice, noting the influence of United Nations policies, local political developments, parent associations, a National Commission for Persons with Disabilities, and a nongovernmental organization for persons with developmental disabilities. Discusses the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=iceland&pg=7&id=EJ857872','ERIC'); return false;" href="http://eric.ed.gov/?q=iceland&pg=7&id=EJ857872"><span id="translatedtitle"><span class="hlt">Inclusion</span> in PK-12: An International Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Curcic, Svjetlana</p> <p>2009-01-01</p> <p>With an aim to investigate <span class="hlt">inclusion</span> across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ826074.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ826074.pdf"><span id="translatedtitle">Transformative Pathways: <span class="hlt">Inclusive</span> Pedagogies in Teacher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guojonsdottir, Hafdis; Cacciattolo, Marcelle; Dakich, Eva; Davies, Anne; Kelly, Claire; Dalmau, Mary C.</p> <p>2008-01-01</p> <p>This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom. Our study suggests that the attainment of <span class="hlt">inclusive</span> community responsive pedagogies--in schools and in teacher…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22universal+design%22&pg=6&id=EJ1057796','ERIC'); return false;" href="http://eric.ed.gov/?q=%22universal+design%22&pg=6&id=EJ1057796"><span id="translatedtitle">Advances in Schoolwide <span class="hlt">Inclusive</span> School Reform</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sailor, Wayne</p> <p>2015-01-01</p> <p>This article highlights three significant advances in schoolwide <span class="hlt">inclusive</span> school reform and suggests three next steps to improve educational outcomes for "all" students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=CHILDREN+AND+LEARNING+AND+DISABILITIES+AND+PEERS&pg=2&id=EJ1109489','ERIC'); return false;" href="http://eric.ed.gov/?q=CHILDREN+AND+LEARNING+AND+DISABILITIES+AND+PEERS&pg=2&id=EJ1109489"><span id="translatedtitle">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://eric.ed.gov/?q=CHILDREN+AND+LEARNING+AND+DISABILITIES+AND+PEERS&id=EJ1030163','ERIC'); return false;" href="http://eric.ed.gov/?q=CHILDREN+AND+LEARNING+AND+DISABILITIES+AND+PEERS&id=EJ1030163"><span id="translatedtitle">Cooperative Oriented Learning in <span class="hlt">Inclusive</span> Physical Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Klavina, Aija; Jerlinder, Kajsa; Kristén, Lars; Hammar, Lena; Soulie, Tine</p> <p>2014-01-01</p> <p>In this study the implementation of cooperation directed learning of peer tutoring in elementary general <span class="hlt">inclusive</span> physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviours between students with and without disabilities in GPE. A…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fern&pg=2&id=ED526499','ERIC'); return false;" href="http://eric.ed.gov/?q=fern&pg=2&id=ED526499"><span id="translatedtitle"><span class="hlt">Inclusion</span>: Professional Development Needs of Educators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stocks, Amanda G.</p> <p>2010-01-01</p> <p>An attitudinal resistance among teachers regarding the <span class="hlt">inclusion</span> of children with disabilities is well documented in the literature. Studies collectively highlight two specific areas that contribute to this resistance. First, a lack of teacher knowledge or preparedness for meeting the diverse needs of children with disabilities stimulates…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=mind+AND+set&pg=6&id=ED549187','ERIC'); return false;" href="http://eric.ed.gov/?q=mind+AND+set&pg=6&id=ED549187"><span id="translatedtitle">Full <span class="hlt">Inclusion</span>: The Least Restrictive Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mullings, Shirley E.</p> <p>2011-01-01</p> <p>The purpose of the phenomenological study was to examine elementary educators' perceptions of full <span class="hlt">inclusion</span> as the least restrictive environment for students with disabilities. Thirty-six teachers and administrators participated in interviews and responded to multiple-choice survey items. The recorded data from the interviews were…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teaching+AND+special+AND+education+AND+needs&pg=7&id=EJ1007020','ERIC'); return false;" href="http://eric.ed.gov/?q=teaching+AND+special+AND+education+AND+needs&pg=7&id=EJ1007020"><span id="translatedtitle">Seamless Teaching: Navigating the <span class="hlt">Inclusion</span> Spectrum</span></a></p> <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, Lois</p> <p>2013-01-01</p> <p>In schools across the country, students in special education and general education are increasingly learning together in <span class="hlt">inclusive</span> classrooms. This is a significant civil-rights achievement, but it also means students in special education are being taught by general education teachers who may not have the training and skills to best serve them.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education&pg=4&id=EJ961067','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education&pg=4&id=EJ961067"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education--Empirical Experience from Serbia</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kovacevic, Jasmina; Macesic-Petrovic, Dragana</p> <p>2012-01-01</p> <p>This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in <span class="hlt">inclusive</span> education. Most educational problems occur in relations and communications with their peers in typical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&id=EJ910710','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+education+AND+inclusivity&id=EJ910710"><span id="translatedtitle"><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 be" on a much…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bathroom&pg=3&id=EJ841503','ERIC'); return false;" href="http://eric.ed.gov/?q=bathroom&pg=3&id=EJ841503"><span id="translatedtitle">Making Campuses More <span class="hlt">Inclusive</span> of Transgender Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beemyn, Brett Genny</p> <p>2005-01-01</p> <p>This article examines a number of areas of campus life where transgender students experience discrimination because of gender-exclusive policies and practices: health care, residence halls, bathrooms, locker rooms, records and documents, public <span class="hlt">inclusion</span>, and programming, training, and support. The specific obstacles faced by transgender students…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=kids&pg=7&id=EJ809523','ERIC'); return false;" href="http://eric.ed.gov/?q=kids&pg=7&id=EJ809523"><span id="translatedtitle">Creating <span class="hlt">Inclusive</span> Schools for All Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton-Theoharis, Julie; Theoharis, George</p> <p>2008-01-01</p> <p>In this article, a former principal at Falk Elementary School in Madison, Wisconsin, describes his school's shift as it sought to create an <span class="hlt">inclusive</span> school for all students and establish an authentic sense of belonging. Nationwide, schools and districts from Concord, New Hampshire, to Whittier, California, and from Cambridge, Massachusetts, to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=physical+AND+availability&pg=6&id=EJ865397','ERIC'); return false;" href="http://eric.ed.gov/?q=physical+AND+availability&pg=6&id=EJ865397"><span id="translatedtitle">Assistive Technology: Supporting Learners in <span class="hlt">Inclusive</span> Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Simpson, Cynthia G.; McBride, Rebecca; Spencer, Vicky G.; Lowdermilk, John; Lynch, Sharon</p> <p>2009-01-01</p> <p>Over the past 10 years, the numbers of students with physical disability who are being educated in <span class="hlt">inclusive</span> or universal design for learning (UDL) classrooms have been increasing steadily. These students are expected to complete grade-level assignments, but not all of them are provided the necessary supports to do so. Many teachers in inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disruptive&pg=7&id=EJ857870','ERIC'); return false;" href="http://eric.ed.gov/?q=disruptive&pg=7&id=EJ857870"><span id="translatedtitle">Student Behaviour Self-Monitoring Enabling <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jull, Stephen K.</p> <p>2009-01-01</p> <p>Disruptive, antisocial behaviour remains an ongoing issue for all schools, and particularly those identified as <span class="hlt">inclusive</span>. Children who exhibit elevated levels of antisocial behaviour have an increased risk of numerous negative life consequences, including impaired social relationships, escalating aggressive behaviours, substance abuse, and school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=educational+AND+inclusion+AND+disabilities+AND+policy+AND+universities&pg=5&id=EJ718160','ERIC'); return false;" href="http://eric.ed.gov/?q=educational+AND+inclusion+AND+disabilities+AND+policy+AND+universities&pg=5&id=EJ718160"><span id="translatedtitle">Dilemmas in the Quest for <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wedell, Klaus</p> <p>2005-01-01</p> <p>In 1995, on the occasion of his "retirement", Professor Klaus Wedell wrote a leading article for BJSE entitled "Making <span class="hlt">inclusive</span> education ordinary". Last October, Professor Wedell, also known to BJSE's readers as the author of the regular "Points from the SENCo-Forum "column, delivered the Gulliford Lecture at Birmingham University. Here he makes…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion%2c+AND+Disability+AND+Culture&pg=6&id=EJ798906','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion%2c+AND+Disability+AND+Culture&pg=6&id=EJ798906"><span id="translatedtitle">Working towards <span class="hlt">Inclusion</span>: Reflections from the Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Singal, Nidhi</p> <p>2008-01-01</p> <p>This article explores developments towards <span class="hlt">inclusive</span> education being undertaken in some schools in India. Drawing on data collected through interviews with key professionals working in schools and classroom observations, the study focused on the practices and experiences of professionals involved in these efforts. Findings suggest that these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED532088','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED532088"><span id="translatedtitle">Middle Schools Principals' Attitudes about <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lindsey, Gloria Denise</p> <p>2009-01-01</p> <p>Important legislation has demanded the education of students with disabilities in the least restrictive environment. Administrators, principals and educators in the local schools are impacted tremendously by this decision. The necessity to provide an appropriate education for special needs children while successfully implementing <span class="hlt">inclusion</span> is a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=5&id=EJ589377','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=5&id=EJ589377"><span id="translatedtitle">Strategies for Success in <span class="hlt">Inclusive</span> Classrooms.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hay, Genevieve H.; Courson, Frances H.</p> <p>1997-01-01</p> <p>Suggests a popular model of service delivery for students with disabilities is full <span class="hlt">inclusion</span>. Suggests regular classroom teachers should identify and focus on included students' strengths and carefully examine students' academic and social gains. Argues that school personnel should work in collaborative teams in which skills, experience, talents,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=csr&pg=6&id=EJ739598','ERIC'); return false;" href="http://eric.ed.gov/?q=csr&pg=6&id=EJ739598"><span id="translatedtitle">Comprehensive School Reform and <span class="hlt">Inclusive</span> Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLeskey, James; Waldron, Nancy L.</p> <p>2006-01-01</p> <p>In spite of the emphasis in public policy and the professional literature on developing <span class="hlt">inclusive</span> programs for students with disabilities over the past 30 years, surprisingly little progress has been made in this regard in school districts across the United States. One approach to change that is currently being used with some success in general…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED412704.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED412704.pdf"><span id="translatedtitle">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: "'I…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22University+extension%22&pg=6&id=EJ910587','ERIC'); return false;" href="http://eric.ed.gov/?q=%22University+extension%22&pg=6&id=EJ910587"><span id="translatedtitle">Building <span class="hlt">Inclusive</span> Communities: A Social Capital Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shaklee, Harriet; Laumatia, Laura; Luckey, Brian; Traver, Sue; Nauman, Arlinda; Tifft, Kathee; Liddil, Audrey; Hampton, Carol</p> <p>2010-01-01</p> <p>Population shifts have changed the face of many Idaho communities, but <span class="hlt">inclusive</span> relationships among groups can build the social capital required for communities to thrive. University of Idaho Extension developed "Idaho's Journey for Diversity and Human Rights" as a hands-on traveling workshop about past and present issues of human rights and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=file&pg=7&id=EJ1027358','ERIC'); return false;" href="http://eric.ed.gov/?q=file&pg=7&id=EJ1027358"><span id="translatedtitle"><span class="hlt">Inclusion</span>'s Confusion in Alberta</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gilham, Chris; Williamson, W. John</p> <p>2014-01-01</p> <p>This hermeneutic paper interprets a recent series of reforms to <span class="hlt">inclusive</span> education policy undertaken by the ministry of education in the province of Alberta, Canada. A 2007 Alberta Education review of the 16,000 student files in the province that school boards had claimed met the criteria for severe disability codification status -- the level of…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=india&pg=2&id=EJ1082861','ERIC'); return false;" href="http://eric.ed.gov/?q=india&pg=2&id=EJ1082861"><span id="translatedtitle">Understanding Teachers' Concerns about <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini</p> <p>2015-01-01</p> <p>This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in <span class="hlt">inclusive</span> education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26118812','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26118812"><span id="translatedtitle">[International aspects of <span class="hlt">inclusion</span> in schools].</span></a></p> <p><a target="_blank" href="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. PMID:26118812</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Positioning&pg=5&id=EJ1008377','ERIC'); return false;" href="http://eric.ed.gov/?q=Positioning&pg=5&id=EJ1008377"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling: Are We There yet?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Causton, Julie; Theoharis, George</p> <p>2013-01-01</p> <p>Today, when trying to find a way to an unfamiliar destination, many rely on global positioning systems, or GPS technology. "Recalibrating" and "Whenever possible make a legal U-turn" are now ubiquitous phrases in the audio backdrop to many car trips. One can think about modern-day <span class="hlt">inclusive</span> education in similar terms. The programming decisions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diversity+AND+inclusive+AND+define&pg=3&id=ED386888','ERIC'); return false;" href="http://eric.ed.gov/?q=diversity+AND+inclusive+AND+define&pg=3&id=ED386888"><span id="translatedtitle">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('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3413382','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3413382"><span id="translatedtitle">A nonlinear elasticity phantom containing spherical <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pavan, Theo Z.; Madsen, Ernest L.; Frank, Gary R.; Jiang, Jingfeng; Carneiro, Antonio Adilton O.; Hall, Timothy J.</p> <p>2012-01-01</p> <p>The strain image contrast of some in vivo breast lesions changes with increasing applied load. This change is attributed to differences in the nonlinear elastic properties of the constituent tissues suggesting some potential to help classify breast diseases by their nonlinear elastic properties. A phantom with <span class="hlt">inclusions</span> and long-term stability is desired to serve as a test bed for nonlinear elasticity imaging method development, testing, etc. This study reports a phantom designed to investigate nonlinear elastic properties with ultrasound elastographic techniques. The phantom contains four spherical <span class="hlt">inclusions</span> and was manufactured from a mixture of gelatin, agar and oil. The phantom background and each of the <span class="hlt">inclusions</span> has distinct Young’s modulus and nonlinear mechanical behavior. This phantom was subjected to large deformations (up to 20%) while scanning with ultrasound, and changes in strain image contrast and contrast-to-noise ratio (CNR) between <span class="hlt">inclusion</span> and background, as a function of applied deformation, were investigated. The changes in contrast over a large deformation range predicted by the finite element analysis (FEA) were consistent with those experimentally observed. Therefore, the paper reports a procedure for making phantoms with predictable nonlinear behavior, based on independent measurements of the constituent materials, and shows that the resulting strain images (e.g., strain contrast) agrees with that predicted with nonlinear FEA. PMID:22772074</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=outsourcing&pg=4&id=EJ1030064','ERIC'); return false;" href="http://eric.ed.gov/?q=outsourcing&pg=4&id=EJ1030064"><span id="translatedtitle">Equity and <span class="hlt">Inclusion</span> in Physical Education PLC</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Evans, John</p> <p>2014-01-01</p> <p>Physical Educationalists in many western and westernised societies across the globe are facing new challenges as system wide changes take place increasing the role of private bodies (e.g. Academy trusts) in the delivery of school based education. This reflective and rather personal paper considers the place and meaning of "<span class="hlt">inclusion</span>" and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=dyslexia+AND+music&id=EJ939352','ERIC'); return false;" href="http://eric.ed.gov/?q=dyslexia+AND+music&id=EJ939352"><span id="translatedtitle">If You Can: <span class="hlt">Inclusion</span> in Music Making</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allan, Julie; Cope, Peter</p> <p>2004-01-01</p> <p>This paper steps outside of conventional frameworks of schooling and examines <span class="hlt">inclusion</span> from the perspective of eight young people and adults who play Scottish fiddle music in a group. The participants were asked to talk about their experiences of playing and their involvement with the group in practice and performance sessions. The group had been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=cosier&id=EJ946059','ERIC'); return false;" href="http://eric.ed.gov/?q=cosier&id=EJ946059"><span id="translatedtitle">Economic and Demographic Predictors of <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cosier, Meghan E.; Causton-Theoharis, Julie</p> <p>2011-01-01</p> <p>This study investigated economic and demographic predictors of levels of <span class="hlt">inclusion</span> of students with disabilities in 129 school districts. Multiple regression analysis was utilized to address the following research questions: (a) Is there a relationship between economic factors and percentage of highly included students with disabilities in general…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=lead&pg=7&id=EJ1048108','ERIC'); return false;" href="http://eric.ed.gov/?q=lead&pg=7&id=EJ1048108"><span id="translatedtitle">The Value of Connectedness in <span class="hlt">Inclusive</span> Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Figueroa, Ivan</p> <p>2014-01-01</p> <p>The author addresses the importance of relationships in order for learning to take place in an <span class="hlt">inclusive</span> manner. Anecdotes illustrate the value in beginning where the learner is and the unexpected opportunities the journey can lead to when both teacher and learner venture through unchartered paths together.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511127.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511127.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Schooling: Is It a Success?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nahlous-Ismail, Nada</p> <p>2010-01-01</p> <p>One of the aims of each Australian States and Territory Departments of Education and Training is to create a world-class <span class="hlt">inclusive</span> strategy in schools across the nation. They each see the need to raise awareness, support and change societal expectations for students with Special Needs and Disabilities nationally. This paper aims to investigate the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Sample+AND+Records&pg=7&id=EJ1102217','ERIC'); return false;" href="http://eric.ed.gov/?q=Sample+AND+Records&pg=7&id=EJ1102217"><span id="translatedtitle"><span class="hlt">Inclusive</span> Science Education: Learning from Wizard</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Koomen, Michele Hollingsworth</p> <p>2016-01-01</p> <p>This case study reports on a student with special education needs in an <span class="hlt">inclusive</span> seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26118812','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26118812"><span id="translatedtitle">[International aspects of <span class="hlt">inclusion</span> in schools].</span></a></p> <p><a target="_blank" href="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('http://www.osti.gov/scitech/biblio/21254993','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/21254993"><span id="translatedtitle"><span class="hlt">Inclusive</span> Standard Model Higgs searches with ATLAS</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Polci, Francesco</p> <p>2008-11-23</p> <p>The update of the discovery potential for a Standard Model Higgs boson through the <span class="hlt">inclusive</span> searches H{yields}{gamma}{gamma}, H{yields}ZZ* and H{yields}WW with the ATLAS detector is reported. The analysis are based on the most recent available simulations of signal, backgrounds as well as the detector response.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=schools+AND+inclusive&pg=5&id=ED529271','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=5&id=ED529271"><span id="translatedtitle">Effective <span class="hlt">Inclusive</span> Schools: Designing Successful Schoolwide Programs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hehir, Thomas; Katzman, Lauren I.</p> <p>2012-01-01</p> <p>This book presents lessons learned from in-depth case studies of some of our most effective <span class="hlt">inclusive</span> public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ855076.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ855076.pdf"><span id="translatedtitle">Negotiating the Path: Towards Diversity and <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mason, Letita R.</p> <p>2009-01-01</p> <p>Global survival hinges on an appreciation that the solutions to problems reside within the collective strength of diversity. However, achieving <span class="hlt">inclusion</span> is often relegated to periodic infusions of multiculturalism into the mainstream of organizational culture. And "diversity" is quickly becoming the latest buzzword for an idea that, though…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=plant+AND+growth+AND+projects&pg=2&id=EJ618770','ERIC'); return false;" href="http://eric.ed.gov/?q=plant+AND+growth+AND+projects&pg=2&id=EJ618770"><span id="translatedtitle">SIGN: Science, <span class="hlt">Inclusion</span> and Growth in Norfolk.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lefever, David; Symonds, Lynne</p> <p>2000-01-01</p> <p>Science, <span class="hlt">Inclusion</span>, and Growth in Norfolk (SIGN) is a Public Understanding of Science project that seeks to use the understanding of plant and soil science to demonstrate that people with severe learning difficulties can find the scientific method of inquiry a relevant and rewarding route to self-confidence and an understanding of the events that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED401680.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED401680.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> through Transdisciplinary Teaming (ITT). Final Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Olson, Jennifer; And Others</p> <p></p> <p>This final report describes the <span class="hlt">Inclusion</span> through Transdisciplinary Teaming (ITT) project, which provided support to personnel working in schools, child care centers, and Head Start programs as they designed and provided services that included young children with disabilities and their families. During its 3 years of outreach, ITT project staff…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1104807.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1104807.pdf"><span id="translatedtitle">Everyday <span class="hlt">Inclusive</span> Web Design: An Activity Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kane, Shaun K.</p> <p>2007-01-01</p> <p>Introduction: Website accessibility is a problem that affects millions of people with disabilities. While most current accessibility initiatives target government or commercial sites, a growing segment of online content is being created by non-professionals. This content is often inaccessible to users with disabilities. Everyday <span class="hlt">inclusive</span> Web…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusion&pg=7&id=EJ1103439','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusion&pg=7&id=EJ1103439"><span id="translatedtitle">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('http://files.eric.ed.gov/fulltext/EJ982869.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ982869.pdf"><span id="translatedtitle">On the Dirt Road to <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wiazowski, Jaroslaw</p> <p>2012-01-01</p> <p><span class="hlt">Inclusive</span> education in the Republic of South Africa has been codified and written down in the form of White Papers. From the legislative point of view, the situation is clear. The reality however shows that the implementation of the law is still at its infancy. Students with visual impairments are practically confined to being educated in…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511256.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511256.pdf"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education in Bosnia and Herzegovina</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dizdarevic, Alma; Vantic-Tanjic, Medina; Nikolic, Milena</p> <p>2010-01-01</p> <p>This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of <span class="hlt">inclusion</span> in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=goose&pg=6&id=ED466708','ERIC'); return false;" href="http://eric.ed.gov/?q=goose&pg=6&id=ED466708"><span id="translatedtitle">Academic Freedom and the <span class="hlt">Inclusive</span> University.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kahn, Sharon E., Ed.; Pavlich, Dennis, Ed.</p> <p></p> <p>The chapters in this collection explore issues related to academic freedom and the <span class="hlt">inclusive</span> university. The first section, Clarifying Concepts in Ideology, Language, and Law, contains these chapters: (1) Whats Sauce for One Goose: The Logic of Academic Freedom (Stanley Fish); (2) Academic Freedom: Rights as Immunities and Privileges (Frederick…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teacher+AND+efficacy+AND+inclusive&id=EJ954381','ERIC'); return false;" href="http://eric.ed.gov/?q=teacher+AND+efficacy+AND+inclusive&id=EJ954381"><span id="translatedtitle">Measuring Teacher Efficacy to Implement <span class="hlt">Inclusive</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sharma, Umesh; Loreman, Tim; Forlin, Chris</p> <p>2012-01-01</p> <p>The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in <span class="hlt">inclusive</span> classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=turkey&pg=2&id=EJ960739','ERIC'); return false;" href="http://eric.ed.gov/?q=turkey&pg=2&id=EJ960739"><span id="translatedtitle">Citizenship Education in Turkey: <span class="hlt">Inclusive</span> or Exclusive</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ince, Basak</p> <p>2012-01-01</p> <p>This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages <span class="hlt">inclusive</span> or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=public+AND+policy&pg=2&id=EJ1000626','ERIC'); return false;" href="http://eric.ed.gov/?q=public+AND+policy&pg=2&id=EJ1000626"><span id="translatedtitle">Public Policies that Help Foster Social <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cheung, Chau-kiu</p> <p>2013-01-01</p> <p>Public policies can be effective in raising people's social <span class="hlt">inclusion</span> as intended only reasonably through their implementation. With respect to the implementation perspective, this study examines the effectiveness of eight policies as perceived to implement in Hong Kong, China. The study employs data collected from 1,109 Chinese adults randomly…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511442.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511442.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span> Doesn't Always Mean Included</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grant, Marquis C.</p> <p>2009-01-01</p> <p>Children identified for special education services were once denied access to regular education classrooms and their peers regardless of the nature of their disabilities. In recent decades, efforts have been made to integrate more exceptional children into mainstream environments. The term <span class="hlt">inclusion</span> has manifested itself into modern education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015M%26PS...50.1595R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015M%26PS...50.1595R"><span id="translatedtitle">An American on Paris: Extent of aqueous alteration of a CM chondrite and the petrography of its refractory and amoeboid olivine <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rubin, Alan E.</p> <p>2015-09-01</p> <p>Paris is the least aqueously altered CM chondrite identified to date, classified as subtype 2.7; however, literature data indicate that some regions of this apparently brecciated meteorite may be subtype 2.9. The suite of CAIs in Paris includes 19% spinel-pyroxene <span class="hlt">inclusions</span>, 19% spinel <span class="hlt">inclusions</span>, 8% spinel-pyroxene-olivine <span class="hlt">inclusions</span>, 43% pyroxene <span class="hlt">inclusions</span>, 8% pyroxene-olivine <span class="hlt">inclusions</span>, and 3% hibonite-bearing <span class="hlt">inclusions</span>. Both simple and complex <span class="hlt">inclusions</span> are present; some have nodular, banded, or distended structures. No melilite was identified in any of the <span class="hlt">inclusions</span> in the present suite, but other recent studies have found a few rare occurrences of melilite in Paris CAIs. Because melilite is highly susceptible to aqueous alteration, it is likely that it was mostly destroyed during early-stage parent-body alteration. Two of the CAIs in this study are part of <span class="hlt">compound</span> CAI-chondrule objects. Their presence suggests that there were transient heating events (probably associated with chondrule formation) in the nebula after chondrules and CAIs were admixed. Also present in Paris are a few amoeboid olivine <span class="hlt">inclusions</span> (AOI) consisting of relatively coarse forsterite rims surrounding fine-grained, porous zones containing diopside and anorthite. The interior regions of the AOIs may represent fine-grained rimless CAIs that were incorporated into highly porous forsterite-rich dustballs. These assemblages were heated by an energy pulse that collapsed and coarsened their rims, but failed to melt their interiors.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21952849','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21952849"><span id="translatedtitle">Ecotoxicology of organofluorous <span class="hlt">compounds</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Murphy, Margaret B; Loi, Eva I H; Kwok, Karen Y; Lam, Paul K S</p> <p>2012-01-01</p> <p>Organofluorous <span class="hlt">compounds</span> have been developed for myriad purposes in a variety of fields, including manufacturing, industry, agriculture, and medicine. The widespread use and application of these <span class="hlt">compounds</span> has led to increasing concern about their potential ecological toxicity, particularly because of the stability of the C-F bond, which can result in chemical persistence in the environment. This chapter reviews the chemical properties and ecotoxicology of four groups of organofluorous <span class="hlt">compounds</span>: fluorinated refrigerants and propellants, per- and polyfluorinated <span class="hlt">compounds</span> (PFCs), fluorinated pesticides, and fluoroquinolone antibiotics. These groups vary in their environmental fate and partitioning, but each raises concern in terms of ecological risk on both the regional and global scale, particularly those <span class="hlt">compounds</span> with long environmental half-lives. Further research on the occurrence and toxicities of many of these <span class="hlt">compounds</span> is needed for a more comprehensive understanding of their ecological effects.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1077468','SCIGOV-DOEDE'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1077468"><span id="translatedtitle">XAFS Model <span class="hlt">Compound</span> Library</span></a></p> <p><a target="_blank" href="http://www.osti.gov/dataexplorer">DOE Data Explorer</a></p> <p>Newville, Matthew</p> <p></p> <p>The XAFS Model <span class="hlt">Compound</span> Library contains XAFS data on model <span class="hlt">compounds</span>. The term "model" <span class="hlt">compounds</span> refers to <span class="hlt">compounds</span> of homogeneous and well-known crystallographic or molecular structure. Each data file in this library has an associated atoms.inp file that can be converted to a feff.inp file using the program ATOMS. (See the related Searchable Atoms.inp Archive at http://cars9.uchicago.edu/~newville/adb/) This Library exists because XAFS data on model <span class="hlt">compounds</span> is useful for several reasons, including comparing to unknown data for "fingerprinting" and testing calculations and analysis methods. The collection here is currently limited, but is growing. The focus to date has been on inorganic <span class="hlt">compounds</span> and minerals of interest to the geochemical community. [Copied, with editing, from http://cars9.uchicago.edu/~newville/ModelLib/</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140010586','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140010586"><span id="translatedtitle">Diversity in C-Xanes Spectra Obtained from Carbonaceous Solid <span class="hlt">Inclusions</span> from Monahans Halite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kebukawa, Y.; Zolensky, M. E.; Fries, M.; Kilcoyne, A. L. D.; Rahman, Z.; Cody, G. D.</p> <p>2014-01-01</p> <p>Monahans meteorite (H5) contains fluid <span class="hlt">inclusion</span>- bearing halite (NaCl) crystals [1]. Microthermometry and Raman spectroscopy showed that the fluid in the <span class="hlt">inclusions</span> is an aqueous brine and they were trapped near 25degC [1]. Their continued presence in the halite grains requires that their incorporation into the H chondrite asteroid was post metamorphism [2]. Abundant solid <span class="hlt">inclusions</span> are also present in the halites. The solid <span class="hlt">inclusions</span> include abundant and widely variable organics [2]. Analyses by Raman microprobe, SEM/EDX, synchrotron X-ray diffraction and TEM reveal that these grains include macromolecular carbon similar in structure to CV3 chondrite matrix carbon, aliphatic carbon <span class="hlt">compounds</span>, olivine (Fo99-59), high- and low-Ca pyroxene, feldspars, magnetite, sulfides, lepidocrocite, carbonates, diamond, apatite and possibly the zeolite phillipsite [3]. Here we report organic analyses of these carbonaceous residues in Monahans halite using C-, N-, and O- X-ray absorption near edge structure (XANES). Samples and Methods: Approximately 100 nm-thick sections were extracted with a focused ion beam (FIB) at JSC from solid <span class="hlt">inclusions</span> from Monahans halite. The sections were analyzed using the scanning transmission X-ray microscope (STXM) on beamline 5.3.2.2 at the Advanced Light Source, Lawrence Berkeley National Laboratory for XANES spectroscopy. Results and Discussion: C-XANES spectra of the solid <span class="hlt">inclusions</span> show micrometer-scale heterogeneity, indicating that the macromolecular carbon in the <span class="hlt">inclusions</span> have complex chemical variations. C-XANES features include 284.7 eV assigned to aromatic C=C, 288.4-288.8 eV assigned to carboxyl, and 290.6 eV assigned to carbonate. The carbonyl features obtained by CXANES might have been caused by the FIB used in sample preparation. No specific N-XANES features are observed. The CXANES spectra obtained from several areas in the FIB sections include type 1&2 chondritic IOM like, type 3 chondritic IOM like, and none of the above</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1082930','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1082930"><span id="translatedtitle">Preparation of uranium <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Kiplinger, Jaqueline L; Montreal, Marisa J; Thomson, Robert K; Cantat, Thibault; Travia, Nicholas E</p> <p>2013-02-19</p> <p>UI.sub.3(1,4-dioxane).sub.1.5 and UI.sub.4(1,4-dioxane).sub.2, were synthesized in high yield by reacting turnings of elemental uranium with iodine dissolved in 1,4-dioxane under mild conditions. These molecular <span class="hlt">compounds</span> of uranium are thermally stable and excellent precursor materials for synthesizing other molecular <span class="hlt">compounds</span> of uranium including alkoxide, amide, organometallic, and halide <span class="hlt">compounds</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ARTICLE+AND+STRATEGY&pg=5&id=EJ806357','ERIC'); return false;" href="http://eric.ed.gov/?q=ARTICLE+AND+STRATEGY&pg=5&id=EJ806357"><span id="translatedtitle">Educating Families about <span class="hlt">Inclusive</span> Education: A Month-by-Month Guide for Teachers of <span class="hlt">Inclusive</span> Classes</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stivers, Jan; Francis-Cropper, LaTonya; Straus, Miriam</p> <p>2008-01-01</p> <p>This article offers strategies teachers can use throughout the year to help families of children with and without disabilities, and by extension the broader community, understand and appreciate <span class="hlt">inclusive</span> education and their roles in ensuring its success. (Contains 3 tables.)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70015208','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70015208"><span id="translatedtitle">Diagenetic palaeotemperatures from aqueous fluid <span class="hlt">inclusions</span>: re- equilibration of <span class="hlt">inclusions</span> in carbonate cements by burial heating.</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Burruss, R.C.</p> <p>1987-01-01</p> <p>Calculations based on the observed behaviour of <span class="hlt">inclusions</span> in fluorite under external confining P allows prediction of the T and depths of burial necessary to initiate re-equilibration of aqueous <span class="hlt">inclusions</span> in the common size range 40-4 mu m. Heating of 20-60oC over the initial trapping T may cause errors of 10-20oC in the homogenization T. This suggests that re-equilibration may cause aqueous <span class="hlt">inclusions</span> in carbonates to yield a poor record of their low-T history, but a useful record of the maximum T experienced by the host rock. Previous work suggests that <span class="hlt">inclusions</span> containing petroleum fluids will be less susceptible to re-equilibration.This and the following six abstracts represent papers presented at a joint meeting of the Applied Mineralogy Group of the Mineralogical Society and the Petroleum Group of the Geological Society held in Newcastle upon Tyne in April 1986.-R.A.H.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160009024','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160009024"><span id="translatedtitle">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://www.osti.gov/scitech/biblio/7299649','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/7299649"><span id="translatedtitle">Nitrodifluoraminoterphenyl <span class="hlt">compounds</span> and processes</span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Lerom, M.W.; Peters, H.M.</p> <p>1975-07-08</p> <p>This patent relates to the nitrodifluoraminoterphenyl <span class="hlt">compounds</span>: 3,3''-bis (difluoramino)-2,2'' 4,4', 4'',6,6',6''-octanitro-m-terphenyl (DDONT) and 3,3''-bis(difluoramino)-2,2',2''4,4',4'',6,6',6''-nonanitro-m-terphenyl (DDNONA). Procedures are described wherein diamino precursors of the indicated <span class="hlt">compounds</span> are prepared and the final <span class="hlt">compounds</span> are obtained by a fluorination operation. The <span class="hlt">compounds</span> are highly energetic and suitable for use as explosives and particularly in exploding bridge wire (EBW) detonators. (auth)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFM.V23E..01K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFM.V23E..01K"><span id="translatedtitle">Origins of Majoritic <span class="hlt">Inclusions</span> in Diamond</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kiseeva, K.; Wood, B. J.; Ghosh, S. K.; Stachel, T.</p> <p>2015-12-01</p> <p>Mineral <span class="hlt">inclusions</span> in diamonds are the only available samples from the transition zone and the lower mantle. The dominant type of <span class="hlt">inclusions</span> for the range of transition zone (410-660 km) pressures is majoritic garnet, a high-pressure Si-rich tetragonal garnet which crystallises when pyroxene breaks down and dissolves in the garnet structure. Two majoritic garnet endmembers: Na2MgSi5O12 and Mg4Si4O12 can be distinguished for eclogitic and peridotitic parageneses, respectively. In our recent study [1] we used these idealised substitutions to show that the majority of majoritic garnets reported in the literature belong to neither eclogitic nor peridotitic lithologies and rather crystallised from a wide range of intermediate compositions, referred to as pyroxenites [1]. Here we elaborate on the origin and composition of the pyroxenite lithology. According to Si geobarometry most majoritic garnet <span class="hlt">inclusions</span> formed at mantle transition zone pressures, predominantly within the stability field of clinopyroxene + garnet. Using experimental partition coefficients for Na, Al, Mg and Fe between garnet and clinopyroxene, we have calculated the compositions of clinopyroxene in equilibrium with majoritic garnet, which allows us to estimate the locus of possible bulk rock compositions. These lie in the field of upper mantle pyroxenites as defined by Hirschmann and Stolper [2]. We also find that occasional clinopyroxene <span class="hlt">inclusions</span> in diamond actually coexisting with majoritic garnet <span class="hlt">inclusions</span> are all close in composition to those predicted by our study. Additionally, we show experimentally that the pyroxenite-diamond association is probably a consequence of the interaction between basaltic and peridotitic compositions in the presence of carbonate melt and that layering of pyroxenites is a natural consequence of this interaction. Reduction of carbonate to carbon at high pressures is responsible for the genetic connection between pyroxenite and diamond and the abundance of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016CSSE...11..293K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016CSSE...11..293K"><span id="translatedtitle"><span class="hlt">Inclusive</span> science education: learning from Wizard</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koomen, Michele Hollingsworth</p> <p>2016-06-01</p> <p>This case study reports on a student with special education needs in an <span class="hlt">inclusive</span> seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the <span class="hlt">inclusion</span> is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27534305','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27534305"><span id="translatedtitle"><span class="hlt">Inclusive</span> Planning: Paramount in Today's Norway.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nohr, Trine; Langset, Eli Kristin</p> <p>2016-01-01</p> <p>Democratic rights are granted by its nations legislation and systems, but needs enforcement by its institutions to be effective. This also relates to Universal Design. The refugee crisis in Europe raises questions as to how planning in the societies can be designed and implemented to include the new groups of the population. The Norwegian Planning and Building Act (PBA) put weight on the individual's or a group's right to influence public assessment and decision making processes. In this article a case from the Veitvet-Sletteløkka area in the ward of Bjerke, Oslo, is presented to show how these principles can be put into practice. The case clearly demonstrates how the presence of representatives from the ward and planning authority built trust to the various parts of the local community by a consistent and <span class="hlt">inclusive</span> approach. Also, to further enhance <span class="hlt">inclusion</span> and effectiveness in planning, the case illustrates the need for adapting new technologies, communication modes and perspectives. PMID:27534305</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19805422','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19805422"><span id="translatedtitle">Formalizing Darwinism and <span class="hlt">inclusive</span> fitness theory.</span></a></p> <p><a target="_blank" href="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('http://www.osti.gov/scitech/biblio/22309134','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/22309134"><span id="translatedtitle">Optimal Control of Evolution Mixed Variational <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Alduncin, Gonzalo</p> <p>2013-12-15</p> <p>Optimal control problems of primal and dual evolution mixed variational <span class="hlt">inclusions</span>, in reflexive Banach spaces, are studied. The solvability analysis of the mixed state systems is established via duality principles. The optimality analysis is performed in terms of perturbation conjugate duality methods, and proximation penalty-duality algorithms to mixed optimality conditions are further presented. Applications to nonlinear diffusion constrained problems as well as quasistatic elastoviscoplastic bilateral contact problems exemplify the theory.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/270656','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/270656"><span id="translatedtitle"><span class="hlt">Inclusive</span> jet cross section measurement at CDF</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Pagliarone, C.</p> <p>1996-08-01</p> <p>The CDF Collaboration has measured the <span class="hlt">inclusive</span> jet cross section using 1992-93 collider data at 1.8 TeV. The CDF measurement is in very good agreement with NLO QCD predictions for transverse energies (E{sub T}) below 200 GeV. However, it is systematically higher than NLO QCD predictions for E{sub T} above 200 GeV.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70148465','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70148465"><span id="translatedtitle">Bursting the bubble of melt <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Lowenstern, Jacob B.</p> <p>2015-01-01</p> <p>Most silicate melt <span class="hlt">inclusions</span> (MI) contain bubbles, whose significance has been alternately calculated, pondered, and ignored, but rarely if ever directly explored. Moore et al. (2015) analyze the bubbles, as well as their host glasses, and conclude that they often hold the preponderance of CO2 in the MI. Their findings entreat future researchers to account for the presence of bubbles in MI when calculating volatile budgets, saturation pressures, and eruptive flux.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/892468','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/892468"><span id="translatedtitle"><span class="hlt">Inclusive</span> jet production at the Tevatron</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Norniella, Olga; /Barcelona, IFAE</p> <p>2006-08-01</p> <p>Preliminary results on <span class="hlt">inclusive</span> jet production in proton-antiproton collisions at {radical}s = 1.96 TeV based on 1 fb{sup -1} of CDF Run II data are presented. Measurements are preformed using different jet algorithms in a wide range of jet transverse momentum and jet rapidity. The measured cross sections are compared to next-to-leading order perturbative QCD calculations</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25059558','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25059558"><span id="translatedtitle">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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/15446609','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/15446609"><span id="translatedtitle">Diversity: creating an environment of <span class="hlt">inclusiveness</span>.</span></a></p> <p><a target="_blank" href="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. PMID:15446609</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 id="translatedtitle">[<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('http://eric.ed.gov/?q=123&id=EJ1002317','ERIC'); return false;" href="http://eric.ed.gov/?q=123&id=EJ1002317"><span id="translatedtitle">Teacher Perspectives on <span class="hlt">Inclusive</span> Education in Rural Alberta, Canada</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGhie-Richmond, Donna; Irvine, Angela; Loreman, Tim; Cizman, Juna Lea; Lupart, Judy</p> <p>2013-01-01</p> <p>The results of 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative interviews examining teachers' perspectives regarding <span class="hlt">inclusion</span> in a rural school district are reported. Four features of <span class="hlt">inclusive</span> education from the perspective of teachers are elaborated: (1) attitudes toward <span class="hlt">inclusion</span>; (2) supportive communication and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Relational+AND+sociology&pg=3&id=EJ965892','ERIC'); return false;" href="http://eric.ed.gov/?q=Relational+AND+sociology&pg=3&id=EJ965892"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education, Exclusion and Difficult Difference: A Call for Humanity?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rogers, Chrissie</p> <p>2012-01-01</p> <p>This article presents the author's review of three books: (1) "The irregular school: exclusion, schooling and <span class="hlt">inclusive</span> education," by Roger Slee; (2) "Confronting obstacles to <span class="hlt">inclusion</span>: international responses to developing <span class="hlt">inclusive</span> education," edited by Richard Rose; and (3) ""Hanging in with the kids" in tough times: engagement in contexts of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=product+AND+differentiation&pg=4&id=ED547567','ERIC'); return false;" href="http://eric.ed.gov/?q=product+AND+differentiation&pg=4&id=ED547567"><span id="translatedtitle">A Conceptual Analysis of Key Concepts in <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Boston-Kemple, Thomas Ernest</p> <p>2012-01-01</p> <p>The concepts of an <span class="hlt">inclusive</span> classroom, <span class="hlt">inclusion</span>, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of "an <span class="hlt">inclusive</span> classroom,"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22just+do+it%22&pg=2&id=EJ527668','ERIC'); return false;" href="http://eric.ed.gov/?q=%22just+do+it%22&pg=2&id=EJ527668"><span id="translatedtitle">Some Further Reflections on the Difficulties and Dilemmas 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>Peck, Charles A.</p> <p>1995-01-01</p> <p>This commentary on <span class="hlt">inclusion</span> of children with disabilities in early childhood programs raises issues concerning the value-laden nature of advocacy for <span class="hlt">inclusion</span>; the need to "just do it" (<span class="hlt">inclusion</span>); risks of advocating for children versus programs; and the need to integrate with regular education despite its major problems. (DB)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=human+AND+origins&pg=5&id=EJ1056800','ERIC'); return false;" href="http://eric.ed.gov/?q=human+AND+origins&pg=5&id=EJ1056800"><span id="translatedtitle">Educational <span class="hlt">Inclusion</span> in England: Origins, Perspectives and Current Directions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lauchlan, Fraser; Greig, Susan</p> <p>2015-01-01</p> <p>In this paper we examine different aspects of the <span class="hlt">inclusion</span> debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the <span class="hlt">inclusion</span> agenda over the last decade: should effective <span class="hlt">inclusion</span> be considered only as placement in mainstream school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=teaching+AND+special+AND+education+AND+needs&pg=2&id=EJ1095064','ERIC'); return false;" href="http://eric.ed.gov/?q=teaching+AND+special+AND+education+AND+needs&pg=2&id=EJ1095064"><span id="translatedtitle">Modelling <span class="hlt">Inclusive</span> Special Needs Education: Insights from Dutch Secondary Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M.</p> <p>2016-01-01</p> <p><span class="hlt">Inclusive</span> special needs education is prominent on the international education agenda. Research on the characteristics of <span class="hlt">inclusive</span> education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to <span class="hlt">inclusive</span> special needs education. On the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+education&pg=5&id=EJ959751','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+education&pg=5&id=EJ959751"><span id="translatedtitle">Trekking Back to Mainstream for <span class="hlt">Inclusive</span> Education, Is It There?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kalenga, Rosemary Chimbala; Fourie, Elsa</p> <p>2012-01-01</p> <p>This paper explores the ecosystemic management strategies for <span class="hlt">inclusive</span> schools due to challenges faced by the schools in the mainstream school where learners from the specialised institutions are referred back to mainstream for <span class="hlt">inclusive</span> education. Ecosystemic perspective on <span class="hlt">inclusive</span> education, ecological theories and systems theories underpin…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=equity+AND+education+AND+inclusivity&pg=2&id=EJ939356','ERIC'); return false;" href="http://eric.ed.gov/?q=equity+AND+education+AND+inclusivity&pg=2&id=EJ939356"><span id="translatedtitle">Student Perceptions of <span class="hlt">Inclusion</span> in Unit/Course Evaluations</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Santhanam, Elizabeth; Hicks, Owen</p> <p>2004-01-01</p> <p>Good teaching should be <span class="hlt">inclusive</span> of all students. There are very strong arguments for making courses/units/modules as <span class="hlt">inclusive</span> as possible, based on issues of equity and access. <span class="hlt">Inclusive</span> teaching has been a catch cry in recent times and most universities have policies related to this issue. However, research into the effectiveness of measures…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=secondary+AND+education+AND+usa&pg=4&id=EJ863242','ERIC'); return false;" href="http://eric.ed.gov/?q=secondary+AND+education+AND+usa&pg=4&id=EJ863242"><span id="translatedtitle">Teacher Attitude towards <span class="hlt">Inclusion</span> Practices and Special Needs Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ross-Hill, Rorie</p> <p>2009-01-01</p> <p>This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of <span class="hlt">inclusion</span> in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards <span class="hlt">inclusion</span> and how the <span class="hlt">inclusive</span> environment can be improved. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED501775.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED501775.pdf"><span id="translatedtitle"><span class="hlt">Inclusion</span>: The Pros and Cons--A Critical Review</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Savich, Carl</p> <p>2008-01-01</p> <p>The purpose of this paper was to review, analyze, and critique the pros and cons, the advantages and disadvantages, of <span class="hlt">inclusion</span>. The methodology consisted in analyzing and comparing research findings on the benefits and costs of <span class="hlt">inclusion</span>. Federal legislation and regulations on <span class="hlt">inclusion</span> were examined, analyzed, and discussed. The results showed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=educational+AND+inclusion+AND+disabilities+AND+policy+AND+universities&id=EJ911460','ERIC'); return false;" href="http://eric.ed.gov/?q=educational+AND+inclusion+AND+disabilities+AND+policy+AND+universities&id=EJ911460"><span id="translatedtitle">Teacher Preparation for <span class="hlt">Inclusive</span> Education: Increasing Knowledge but Raising Concerns</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Forlin, Chris; Chambers, Dianne</p> <p>2011-01-01</p> <p>The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of <span class="hlt">inclusive</span> education practice. Issues about the effectiveness of teacher preparation for working in <span class="hlt">inclusive</span> classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for <span class="hlt">inclusion</span> had some…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ814479.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ814479.pdf"><span id="translatedtitle">Pre-Service Educators' Attitudes towards <span class="hlt">Inclusive</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mdikana, Andile; Ntshangase, Sibusiso; Mayekiso, Tokozile</p> <p>2007-01-01</p> <p>The <span class="hlt">inclusion</span> of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of <span class="hlt">inclusion</span>, as well as the attitudes and beliefs of general educators towards the <span class="hlt">inclusion</span> of learners with disabilities in the general education classroom.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED517301','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&pg=3&id=ED517301"><span id="translatedtitle">Leadership Strategies for Successful Schoolwide <span class="hlt">Inclusion</span>: The STAR Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Munk, Dennis D.; Dempsey, Thomas L.</p> <p>2010-01-01</p> <p>Effective, "schoolwide" <span class="hlt">inclusion</span> ensures the best outcomes for all students--but how can school teams knock down the barriers to <span class="hlt">inclusion</span> and make sure it's happening across all classrooms? This concise book gives principals and other school leaders the solution they've been waiting for: a clear framework for leading <span class="hlt">inclusion</span> efforts,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1048067.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1048067.pdf"><span id="translatedtitle">Leadership for All Students: Planning for More <span class="hlt">Inclusive</span> School Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, William R.; Simon, Marsha D.</p> <p>2014-01-01</p> <p>Educational policies and leadership practice has evolved to support efforts for <span class="hlt">inclusive</span> education for students with disabilities. This article focuses on how leaders support and develop <span class="hlt">inclusive</span> practices for students with disability through engaging institutional norms and inertia; developing <span class="hlt">inclusive</span> practice as a planned organization-wide…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=intelligent+AND+group+OR+alone&pg=6&id=EJ904138','ERIC'); return false;" href="http://eric.ed.gov/?q=intelligent+AND+group+OR+alone&pg=6&id=EJ904138"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education and Students without Special Educational Needs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ruijs, Nienke M.; Van der Veen, Ineke; Peetsma, Thea T. D.</p> <p>2010-01-01</p> <p>Background: In the debate on <span class="hlt">inclusive</span> education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in <span class="hlt">inclusive</span> and non-<span class="hlt">inclusive</span> classes. For example, the neutral results that are often found in earlier research could be caused by positive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=factors+OR+accounting&pg=6&id=EJ865329','ERIC'); return false;" href="http://eric.ed.gov/?q=factors+OR+accounting&pg=6&id=EJ865329"><span id="translatedtitle">Development of the <span class="hlt">Inclusion</span> Attitude Scale for High School 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>Ernst, Catherine; Rogers, Margaret R.</p> <p>2009-01-01</p> <p>This study involved the development of a new scale to measure high school teacher attitudes toward the <span class="hlt">inclusion</span> of students with disabilities in regular education classrooms. A second aim was to examine the relationship of teachers' professional development regarding <span class="hlt">inclusion</span>, their years of experience with <span class="hlt">inclusion</span>, access to instructional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED496229.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED496229.pdf"><span id="translatedtitle">Embracing Diversity: Toolkit for Creating <span class="hlt">Inclusive</span> Learning-Friendly Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harris, Ray; Miske, Shirley; Attig, George</p> <p>2004-01-01</p> <p>An <span class="hlt">inclusive</span>, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, socio-economic, emotional, linguistic and other characteristics. "<span class="hlt">Inclusive</span>" in the school setting generally refers to the <span class="hlt">inclusion</span> or children with disabilities into regular classrooms designed for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ847471.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ847471.pdf"><span id="translatedtitle">Examining Teachers' Concerns and Attitudes to <span class="hlt">Inclusive</span> Education in Ghana</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Agbenyega, Joseph</p> <p>2007-01-01</p> <p>This paper reports on a study that examined teachers' concerns and attitude toward <span class="hlt">inclusive</span> education of students with disabilities in Ghana. A 20 item Attitudes Toward <span class="hlt">Inclusion</span> in Africa Scale (ATIAS) was completed by 100 teachers from five "<span class="hlt">Inclusive</span> Project" schools and five Non-Project coeducational basic schools in three different…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=environment&id=EJ1095396','ERIC'); return false;" href="http://eric.ed.gov/?q=environment&id=EJ1095396"><span id="translatedtitle">Academic Performance of Students without Disabilities in the <span class="hlt">Inclusive</span> Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fruth, Jason D.; Woods, Melanie N.</p> <p>2015-01-01</p> <p>This study examines the impact of <span class="hlt">inclusion</span> on secondary students by focusing on the performance of students without disabilities in the <span class="hlt">inclusive</span> environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the <span class="hlt">inclusive</span> environment on the performance of students with disabilities.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=haley&pg=7&id=ED401682','ERIC'); return false;" href="http://eric.ed.gov/?q=haley&pg=7&id=ED401682"><span id="translatedtitle"><span class="hlt">Inclusive</span> Education: Practical Implementation of the Least Restrictive Environment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Power-deFur, Lissa A.; Orelove, Fred P.</p> <p></p> <p>The 19 chapters of this book address theoretical and practical aspects of the development and implementation of <span class="hlt">inclusive</span> education programs. Chapter titles and authors are: (1) "<span class="hlt">Inclusive</span> Education: The Past, Preset, and Future" (Lissa A. Power-deFur and Fred P. Orelove); (2) "<span class="hlt">Inclusion</span> and School Restructuring: Meeting the Needs of All Children"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bangladesh&pg=3&id=EJ974141','ERIC'); return false;" href="http://eric.ed.gov/?q=bangladesh&pg=3&id=EJ974141"><span id="translatedtitle">Variables Affecting Teachers' Attitudes towards <span class="hlt">Inclusive</span> Education in Bangladesh</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne</p> <p>2012-01-01</p> <p><span class="hlt">Inclusive</span> education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective <span class="hlt">inclusive</span> teaching practices in the school is contingent on teachers' positive attitudes towards <span class="hlt">inclusive</span> education. This study was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=schools+AND+inclusive&pg=7&id=EJ912024','ERIC'); return false;" href="http://eric.ed.gov/?q=schools+AND+inclusive&pg=7&id=EJ912024"><span id="translatedtitle">Challenges of the Secondary School Context for <span class="hlt">Inclusive</span> Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pearce, Michelle; Gray, Jan; Campbell-Evans, Glenda</p> <p>2010-01-01</p> <p>Senate and State Government reviews into <span class="hlt">inclusion</span> in Australian schools during the last two decades have revealed that the <span class="hlt">inclusion</span> of students with disabilities in schools has proved challenging. A qualitative study involving interviews with 50 leaders in <span class="hlt">inclusive</span> education suggest that currently the secondary school context is a barrier to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('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 id="translatedtitle">26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-533.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-533.pdf"><span id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-133.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec35-133.pdf"><span id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-1.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title26-vol14/pdf/CFR-2011-title26-vol14-sec26-2642-1.pdf"><span id="translatedtitle">26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... 26 Internal Revenue 14 2011-04-01 2010-04-01 true <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-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 id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</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 id="translatedtitle">26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fallout&pg=5&id=EJ772469','ERIC'); return false;" href="http://eric.ed.gov/?q=fallout&pg=5&id=EJ772469"><span id="translatedtitle"><span class="hlt">Inclusion</span> and Guilt: The Emotional Fallout for Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Macmillan, Robert; Meyer, Matthew J.</p> <p>2006-01-01</p> <p>The principle of <span class="hlt">inclusion</span> of children with exceptionalities is accepted by teachers, but the practice of <span class="hlt">inclusion</span> is problematic, particularly at the secondary level. In a study of <span class="hlt">inclusion</span> and the impact of budgetary constraints in Nova Scotia, teachers reported that they had difficulty meeting the needs of all students within their classroom…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22latin+america%22&id=EJ944077','ERIC'); return false;" href="http://eric.ed.gov/?q=%22latin+america%22&id=EJ944077"><span id="translatedtitle">Preparing Teachers for <span class="hlt">Inclusive</span> Education in Latin America</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vaillant, Denise</p> <p>2011-01-01</p> <p>This article analyzes the current challenges facing <span class="hlt">inclusive</span> education in Latin America and explores some possible solutions. The author suggests that teachers play a key role in providing education that is <span class="hlt">inclusive</span> for all. In Latin America, today, however, <span class="hlt">inclusive</span> education often does not respond to the needs of children and young people,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22ainscow+mel%22&pg=4&id=ED440482','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&pg=4&id=ED440482"><span id="translatedtitle">Index for <span class="hlt">Inclusion</span>: Developing Learning and Participation in Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Booth, Tony; Ainscow, Mel; Black-Hawkins, Kristine; Vaughan, Mark; Shaw, Linda</p> <p></p> <p>The Index is a compilation of materials to support schools in the process of <span class="hlt">inclusive</span> school development and is organized around the three dimensions of <span class="hlt">inclusive</span> schools: cultures, policies, and practices. Part 1 provides an introduction to the manual, discusses the Index process as an approach to <span class="hlt">inclusion</span> of special needs students, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22ainscow+mel%22&pg=3&id=EJ569407','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&pg=3&id=EJ569407"><span id="translatedtitle">International Developments in <span class="hlt">Inclusive</span> Schooling: Mapping the Issues.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sebba, Judy; Ainscow, Mel</p> <p>1996-01-01</p> <p>Maps out the rationale and scope of this special edition of the journal, focusing on international developments in <span class="hlt">inclusive</span> schooling. Describes the debate surrounding the search for an appropriate definition of <span class="hlt">inclusion</span>. Gives consideration to some of the main issues emerging from the literature on developing <span class="hlt">inclusive</span> schooling. (DSK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22ainscow+mel%22&pg=2&id=ED470516','ERIC'); return false;" href="http://eric.ed.gov/?q=%22ainscow+mel%22&pg=2&id=ED470516"><span id="translatedtitle">Index for <span class="hlt">Inclusion</span>: Developing Learning and Participation in Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Booth, Tony; Ainscow, Mel</p> <p></p> <p>The Index for <span class="hlt">Inclusion</span> is a compilation of materials to support British schools in the process of <span class="hlt">inclusive</span> school development. Part 1 introduces the Index, then identifies the following key concepts: <span class="hlt">inclusion</span>, barriers to learning and participation, resources to support learning and participation, and support for diversity. Part 1 then…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-133.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-133.pdf"><span id="translatedtitle">40 CFR 35.133 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.133... Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible, in accordance with appropriation acts, for <span class="hlt">inclusion</span> in...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1055217.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1055217.pdf"><span id="translatedtitle">A Perspective of <span class="hlt">Inclusion</span>: Challenges for the Future</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Braunsteiner, Maria-Luise; Mariano-Lapidus, Susan</p> <p>2014-01-01</p> <p>The term, "<span class="hlt">inclusion</span>," particularly in the educational setting, is still based on a deficit view. Perceptions of "dis"-ability create barriers to true <span class="hlt">inclusion</span> and are often reinforced through higher education training programs. To promote <span class="hlt">inclusive</span> values, acceptance of individual and cultural differences must be included in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title26-vol14/pdf/CFR-2010-title26-vol14-sec26-2642-1.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title26-vol14/pdf/CFR-2010-title26-vol14-sec26-2642-1.pdf"><span id="translatedtitle">26 CFR 26.2642-1 - <span class="hlt">Inclusion</span> ratio.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=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 <span class="hlt">Inclusion</span> ratio. 26.2642-1 Section 26.2642-1... GENERATION-SKIPPING TRANSFER TAX REGULATIONS UNDER THE TAX REFORM ACT OF 1986 § 26.2642-1 <span class="hlt">Inclusion</span> ratio. (a) In general. Except as otherwise provided in this section, the <span class="hlt">inclusion</span> ratio is determined...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-533.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec35-533.pdf"><span id="translatedtitle">40 CFR 35.533 - Programs eligible for <span class="hlt">inclusion</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Programs eligible for <span class="hlt">inclusion</span>. 35.533... § 35.533 Programs eligible for <span class="hlt">inclusion</span>. (a) Eligible programs. Except as provided in paragraph (b) of this section, the environmental programs eligible for <span class="hlt">inclusion</span> in a Performance Partnership Grant...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509930.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509930.pdf"><span id="translatedtitle">The Teacher Attitudes Toward <span class="hlt">Inclusion</span> Scale (TATIS) Technical Report</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cullen, Joseph P.; Gregory, Jess L.; Noto, Lori A.</p> <p>2010-01-01</p> <p>Teacher attitudes toward the <span class="hlt">inclusion</span> of children with disabilities into general education classrooms have been found to be strong predictors of the success of efforts to create <span class="hlt">inclusive</span> learning communities. Specifically, research has shown that when teachers have positive mindsets toward <span class="hlt">inclusion</span>, they more readily adapt their teaching…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=turkey&pg=4&id=EJ1032781','ERIC'); return false;" href="http://eric.ed.gov/?q=turkey&pg=4&id=EJ1032781"><span id="translatedtitle">Statistical Trends and Developments within <span class="hlt">Inclusive</span> Education in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cakiroglu, Orhan; Melekoglu, Macid Ayhan</p> <p>2014-01-01</p> <p>The education of students with special needs in an <span class="hlt">inclusive</span> environment is becoming more widespread throughout the world. Similarly, in Turkey, the <span class="hlt">inclusion</span> of students with disabilities has also improved. However, current statistical trends and developments within <span class="hlt">inclusive</span> education are not well known. The purpose of this study is to provide a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/5152809','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/5152809"><span id="translatedtitle">Cumberland Falls chondritic <span class="hlt">inclusions</span>: III. Consortium study of relationship to <span class="hlt">inclusions</span> in Allan Hills 78113 aubrite</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Lipschutz, M.E.; Verkouteren, R.M. ); Sears, D.W.G.; Hasan, F.A. ); Prinz, M.; Weisberg, M.K.; Nehru, C.E.; Delaney, J.S. ); Grossman, L.; Boily, M. )</p> <p>1988-07-01</p> <p>The authors describe the mineralogy and report contents of Ag, Au, Bi, Cd, Co, Cs, Ga, In, Rb, Sb, Se, Te, Tl, U and Zn determined by RNAA in three primitive chondritic <span class="hlt">inclusions</span> from the ALH A78113 aubrite. Comparison of these data with those for large, petrologic type 3 chondritic clasts from the Cumberland Falls aubrite and the discovery of small clasts in it like those in ALH A78113 indicate that all constitute a single chondritic suite. They report thermoluminescence data for Cumberland Falls chondritic <span class="hlt">inclusions</span> and achondritic host. These results, together with mineralogic, major, minor and trace element information, demonstrate that aubrite <span class="hlt">inclusions</span> represent a different sort of type 3 chondrite, not an LL3 chondrite altered during equilibration with aubrite host. Instead, the aubrite <span class="hlt">inclusions</span> represent a distinct chondrite class. These <span class="hlt">inclusions</span> reflect nebular condensation/accretion over a broad redox range and at temperatures relatively high compared with those at which other type 3 chondrites formed. Limited metamorphism and reduction occurred during condensation/accretion, prior to incorporation into aubrite host. During the impact of the chondritic parent body with the aubrite parent body, chondrite fragments were strongly shocked and cooled rapidly. They then mixed with aubrite host, possibly in a regolith, so that these aubrites now represent impact breccias.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003JPhy4.104..393M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003JPhy4.104..393M"><span id="translatedtitle">X-ray microspectroscopy of sulfur in basaltic glass <span class="hlt">inclusions</span>. Inference on the volcanic sulfur emissions</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Métrich, N.; Susini, J.; Galoisy, L.; Calas, G.; Bonnin-Mosbah, M.; Menez, B.</p> <p>2003-03-01</p> <p>It is commonly accepted that sulfur is carried out as sulfide (S^{II-}) or/and sulfate (S^{VI}) by Earth mantlederived melts, before being released as SO2 and/or H2S in volcanic emissions. By analyzing reference <span class="hlt">compounds</span> and a selection of minute glass <span class="hlt">inclusions</span> in olivine crystals using μXANES (X-ray Near Edge Structure) spectroscopy at the sulfur K-edge, we demonstrated the ubiquitous presence of sulfite (S^{IV}) in addition to sulfate (S^{VI}) in these rare <span class="hlt">inclusions</span> representative of oxidized and water rich-basaltic magmas, prior to loss of sulfur and water. The sulfide (S^{II-}) when exists is minor. We proposed that sulfite (S^{IV}) acts as an intermediate, metastable species which results in partitioning of sulfur into the volcanic gas emissions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1221862','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1221862"><span id="translatedtitle">A Study of the Optical Properties of Ice Crystals with Black Carbon <span class="hlt">Inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Arienti, Marco; Yang, Xiaoyuan; Kopacz, Adrian M; Geier, Manfred</p> <p>2015-09-01</p> <p>The report focu ses on the modification of the optical properties of ice crystals due to atmospheric black car bon (BC) contamination : the objective is to advance the predictive capabilities of climate models through an improved understanding of the radiative properties of <span class="hlt">compound</span> particles . The shape of the ice crystal (as commonly found in cirrus clouds and cont rails) , the volume fraction of the BC <span class="hlt">inclusion</span> , and its location inside the crystal are the three factors examined in this study. In the multiscale description of this problem, where a small absorbing <span class="hlt">inclusion</span> modifies the optical properties of a much la rger non - absorbing particle, state - of - the - art discretization techniques are combined to provide the best compromise of flexibility and accuracy over a broad range of sizes .</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1016788.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1016788.pdf"><span id="translatedtitle">Building <span class="hlt">Inclusion</span> from the Ground up: A Review of Whole School Re-Culturing Programmes for Sustaining <span class="hlt">Inclusive</span> Change</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMaster, Christopher</p> <p>2013-01-01</p> <p>This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more <span class="hlt">inclusive</span> value orientated schools. The relationship between school culture and successful <span class="hlt">inclusion</span> has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating <span class="hlt">inclusive</span> values and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ982414.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ982414.pdf"><span id="translatedtitle">Does Study of an <span class="hlt">Inclusive</span> Education Subject Influence Pre-Service Teachers' Concerns and Self-Efficacy about <span class="hlt">Inclusion</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Woodcock, Stuart; Hemmings, Brian; Kay, Russell</p> <p>2012-01-01</p> <p>Survey data were collected from pre-service teachers studying at a large regional Australian university. These data were examined with the purpose of determining whether pre-service teachers' views (and concerns) about <span class="hlt">inclusion</span> and their confidence to teach in <span class="hlt">inclusive</span> classrooms had changed as a result of studying an <span class="hlt">inclusive</span> education subject…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/980255','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/980255"><span id="translatedtitle">Impurity Gettering Effect of Te <span class="hlt">Inclusions</span> in Cdznte Single Crystals</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Yang, G.; Bolotnikov, A; Cui, Y; Camarda, G; Hossain, A; James, R</p> <p>2009-01-01</p> <p>The local impurity distribution in Te <span class="hlt">inclusions</span> of CdZnTe (CZT) crystal was investigated by the time-of-flight secondary ion mass spectrometry (Tof-SIMS) technique. Direct evidence of impurity gettering in Te <span class="hlt">inclusions</span> has been observed for the first time. The impurity gettering in Te <span class="hlt">inclusions</span> originated from the diffusion mechanism during crystal growth and segregation mechanism during crystal cooling. This phenomenon is meaningful, because it reveals how Te <span class="hlt">inclusions</span> affect CZT properties and provides a possible approach to reduce the impurities in CZT by the way of removing Te <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.722a2043K&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2016JPhCS.722a2043K&link_type=ABSTRACT"><span id="translatedtitle">Junction problems for thin <span class="hlt">inclusions</span> in elastic bodies</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Khludnev, A. M.</p> <p>2016-06-01</p> <p>Equilibrium problems for a 2D elastic bodies with thin Euler-Bernoulli and Timoshenko elastic <span class="hlt">inclusions</span> are considered. It is assumed that <span class="hlt">inclusions</span> have a joint point, and a junction problem for these <span class="hlt">inclusions</span> is analyzed. Existence of solutions is proved, and different equivalent formulations of problems are discussed. In particular, junction conditions at the joint point are found. A delamination of the elastic <span class="hlt">inclusions</span> is also assumed. In this case, inequality type boundary conditions are imposed at the crack faces to prevent a mutual penetration between crack faces. A convergence to infinity of a rigidity parameter of the elastic <span class="hlt">inclusions</span> is investigated. Limit problems are analyzed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22041503','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22041503"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of phosphorylated daidzein derivatives with β-cyclodextrin: Preparation and <span class="hlt">inclusion</span> behavior study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Xiao, Yongmei; Yang, Liangru; Mao, Pu; Yuan, Jinwei; Deng, Yuxia; Qu, Lingbo</p> <p>2012-01-01</p> <p>In the present work the feasibility of β-cyclodextrin in complexation was explored, as a tool for improving the solubility and biological ability of daidzein derivatives. A series of phosphorylated daidzein derivatives featuring different chain lengths were synthesized through a modified Atherton-Todd reaction and their <span class="hlt">inclusion</span> complexes with βCD were prepared by coprecipitation method. The <span class="hlt">inclusion</span> complexation behavior was studied by fluorescence, UV, FT-IR, MS and (1)H NMR. The results showed that only phosphorylated daidzein derivative carrying small substituent group ((C(2)H(5)O)(2)PO) entered the cavity of βCD and formed 1:1 <span class="hlt">inclusion</span> complex. The formation constant was 175(mol/L)(-1).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AcSpA..85..298X','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AcSpA..85..298X"><span id="translatedtitle"><span class="hlt">Inclusion</span> complexes of phosphorylated daidzein derivatives with β-cyclodextrin: Preparation and <span class="hlt">inclusion</span> behavior study</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Xiao, Yongmei; Yang, Liangru; Mao, Pu; Yuan, Jinwei; Deng, Yuxia; Qu, Lingbo</p> <p>2012-01-01</p> <p>In the present work the feasibility of β-cyclodextrin in complexation was explored, as a tool for improving the solubility and biological ability of daidzein derivatives. A series of phosphorylated daidzein derivatives featuring different chain lengths were synthesized through a modified Atherton-Todd reaction and their <span class="hlt">inclusion</span> complexes with βCD were prepared by coprecipitation method. The <span class="hlt">inclusion</span> complexation behavior was studied by fluorescence, UV, FT-IR, MS and 1H NMR. The results showed that only phosphorylated daidzein derivative carrying small substituent group ((C 2H 5O) 2P dbnd O) entered the cavity of βCD and formed 1:1 <span class="hlt">inclusion</span> complex. The formation constant was 175 (mol/L) -1.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/6970441','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/biblio/6970441"><span id="translatedtitle">Heart testing <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Knapp, F.F. Jr.; Goodman, M.M.</p> <p>1983-06-29</p> <p>The <span class="hlt">compound</span> 15-(p-(/sup 125/I)-iodophenyl)-6-tellurapentadecanoic acid is disclosed as a myocardial imaging agent having rapid and pronounced uptake, prolonged myocardial retention, and low in vivo deiodination.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/865479','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/865479"><span id="translatedtitle">Heart testing <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Knapp, Jr., Furn F.; Goodman, Mark M.</p> <p>1985-01-01</p> <p>The <span class="hlt">compound</span> 15-(p-[.sup.125 I]-iodophenyl)-6-tellurapentadecanoic acid is disclosed as a myocardial imaging agent having rapid and pronounced uptake, prolonged myocardial retention, and low in vivo deiodination.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020090859','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020090859"><span id="translatedtitle">Anti-Fog <span class="hlt">Compound</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1985-01-01</p> <p>Tracer Chemical Corporation's TRX Anti-Fog Composition is an inexpensive product which prevents condensation on plastic and glass surfaces. It was the result from a Tech Briefs article detailing a Johnson Space Center <span class="hlt">compound</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4860922','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4860922"><span id="translatedtitle"><span class="hlt">Compound</span> composite odontoma</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Girish, G; Bavle, Radhika M; Singh, Manish Kumar; Prasad, Sahana N</p> <p>2016-01-01</p> <p>The term odontoma has been used as a descriptor for any tumor of odontogenic origin. It is a growth in which both epithelial and mesenchymal cells exhibits complete differentiation. Odontomas are considered as hamartomas rather than true neoplasm. They are usually discovered on routine radiographic examination. Odontomas, according to the World Health Organization, are classified into complex odontoma and <span class="hlt">compound</span> odontomas. The present paper reports a case of <span class="hlt">compound</span> composite odontomas. PMID:27194882</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27194882','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27194882"><span id="translatedtitle"><span class="hlt">Compound</span> composite odontoma.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Girish, G; Bavle, Radhika M; Singh, Manish Kumar; Prasad, Sahana N</p> <p>2016-01-01</p> <p>The term odontoma has been used as a descriptor for any tumor of odontogenic origin. It is a growth in which both epithelial and mesenchymal cells exhibits complete differentiation. Odontomas are considered as hamartomas rather than true neoplasm. They are usually discovered on routine radiographic examination. Odontomas, according to the World Health Organization, are classified into complex odontoma and <span class="hlt">compound</span> odontomas. The present paper reports a case of <span class="hlt">compound</span> composite odontomas.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19810012613','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19810012613"><span id="translatedtitle">Chemistry of peroxide <span class="hlt">compounds</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Volnov, I. I.</p> <p>1981-01-01</p> <p>The history of Soviet research from 1866 to 1967 on peroxide <span class="hlt">compounds</span> is reviewed. This research dealt mainly with peroxide kinetics, reactivity and characteristics, peroxide production processes, and more recently with superoxides and ozonides and emphasis on the higher oxides of group 1 and 2 elements. Solid state fluidized bed synthesis and production of high purity products based on the relative solubilities of the initial, intermediate, and final <span class="hlt">compounds</span> and elements in liquid ammonia are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27175928','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27175928"><span id="translatedtitle"><span class="hlt">Compounding</span> a Problem?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Berlin, Joey</p> <p>2016-01-01</p> <p>Allergist-immunologists say a U.S. Pharmacopeia proposal will mess with an allergy treatment system that's worked for more than a century. The revised standards, if adopted, would remove a key exemption separating allergen extract preparations from the stricter requirements of other <span class="hlt">compounds</span>. Immunologists say the exemption has allowed them to <span class="hlt">compound</span> allergen extracts in their own offices, and they've done so safely and effectively millions of times a year.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/1053970','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/1053970"><span id="translatedtitle">Quantitative analysis of <span class="hlt">inclusion</span> distributions in hot pressed silicon carbide</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Michael Paul Bakas</p> <p>2012-12-01</p> <p>ABSTRACT Depth of penetration measurements in hot pressed SiC have exhibited significant variability that may be influenced by microstructural defects. To obtain a better understanding regarding the role of microstructural defects under highly dynamic conditions; fragments of hot pressed SiC plates subjected to impact tests were examined. Two types of <span class="hlt">inclusion</span> defects were identified, carbonaceous and an aluminum-iron-oxide phase. A disproportionate number of large <span class="hlt">inclusions</span> were found on the rubble, indicating that the <span class="hlt">inclusion</span> defects were a part of the fragmentation process. Distribution functions were plotted to compare the <span class="hlt">inclusion</span> populations. Fragments from the superior performing sample had an <span class="hlt">inclusion</span> population consisting of more numerous but smaller <span class="hlt">inclusions</span>. One possible explanation for this result is that the superior sample withstood a greater stress before failure, causing a greater number of smaller <span class="hlt">inclusions</span> to participate in fragmentation than in the weaker sample.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhRvE..80c1901A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhRvE..80c1901A"><span id="translatedtitle">Budding and vesiculation induced by conical membrane <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>Auth, Thorsten; Gompper, Gerhard</p> <p>2009-09-01</p> <p>Conical <span class="hlt">inclusions</span> in a lipid bilayer generate an overall spontaneous curvature of the membrane that depends on concentration and geometry of the <span class="hlt">inclusions</span>. Examples are integral and attached membrane proteins, viruses, and lipid domains. We propose an analytical model to study budding and vesiculation of the lipid bilayer membrane, which is based on the membrane bending energy and the translational entropy of the <span class="hlt">inclusions</span>. If the <span class="hlt">inclusions</span> are placed on a membrane with similar curvature radius, their repulsive membrane-mediated interaction is screened. Therefore, for high <span class="hlt">inclusion</span> density the <span class="hlt">inclusions</span> aggregate, induce bud formation, and finally vesiculation. Already with the bending energy alone our model allows the prediction of bud radii. However, in case the <span class="hlt">inclusions</span> induce a single large vesicle to split into two smaller vesicles, bending energy alone predicts that the smaller vesicles have different sizes whereas the translational entropy favors the formation of equal-sized vesicles. Our results agree well with those of recent computer simulations.</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 id="translatedtitle">An overview on current fluid-<span class="hlt">inclusion</span> research and applications</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Chi, G.; Chou, I.-Ming; Lu, H.-Z.</p> <p>2003-01-01</p> <p>This paper provides an overview of some of the more important developments in fluid-<span class="hlt">inclusion</span> research and applications in recent years, including fluid-<span class="hlt">inclusion</span> petrography, PVTX studies, and analytical techniques. In fluid-<span class="hlt">inclusion</span> petrography, the introduction of the concept of 'fluid-<span class="hlt">inclusion</span> assemblage' has been a major advance. In PVTX studies, the use of synthetic fluid <span class="hlt">inclusions</span> and hydrothermal diamond-anvil cells has greatly contributed to the characterization of the phase behaviour of geologically relevant fluid systems. Various analytical methods are being developed and refined rapidly, with the Laser-Raman and LA-ICP-MS techniques being particularly useful for volatile and solute analyses, respectively. Ore deposit research has been and will continue to be the main field of application of fluid <span class="hlt">inclusions</span>. However, fluid <span class="hlt">inclusions</span> have been increasingly applied to other fields of earth science, especially in petroleum geology and the study of magmatic and earth interior processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22047178','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22047178"><span id="translatedtitle">Improvement of tetracaine antinociceptive effect by <span class="hlt">inclusion</span> in cyclodextrins.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Franco de Lima, Roberta Aline; de Jesus, Marcelo Bispo; Saia Cereda, Cíntia Maria; Tofoli, Giovana Radomille; Cabeça, Luis Fernando; Mazzaro, Irineu; Fraceto, Leonardo Fernandes; de Paula, Eneida</p> <p>2012-01-01</p> <p>Local anesthetics (LA) are among the most important pharmacological <span class="hlt">compounds</span> used to attenuate or eliminate pain. However, systemic toxicity is still a limitation for LA application, especially for ester-type drugs, such as tetracaine (TTC) that presents poor chemical stability (due to hydrolysis by plasma esterases). Several approaches have been used to improve LA pharmaceutical properties, including the employment of drug-delivery systems. Here we used beta-cyclodextrin (β-CD) or hydroxypropyl-beta-cyclodextrin (HP-β-CD) to develop two new TTC formulations (TTC:β-CD and TTC:HP-β-CD). The <span class="hlt">inclusion</span> complexes formation, in a 1:1 stoichiometry, was confirmed by differential scanning calorimetry, X-ray diffraction, UV-VIS absorption and fluorescence. Nuclear magnetic resonance (DOSY experiments) revealed that TTC association with HP-β-CD is stronger (Ka=1200 mol/L(-1)) than with β-CD (Ka=845 mol/L(-1)). Moreover, nuclear Overhauser effect (NOE) experiments provided information on the topology of the complexes, where TTC aromatic ring is buried inside the CD hydrophobic cavity. In vitro tests with 3T3 fibroblast cells culture revealed that complexation decreased TTC cytotoxicity. In addition, the total analgesic effect of TTC, tested in rats through the infraorbital nerve test, was improved in 36% with TTC:β-CD and TTC:HP-β-CD. In conclusion, these formulations presented potential for future clinical use, by reducing the toxicity and increasing the antinociceptive effect of tetracaine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24674793','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24674793"><span id="translatedtitle">Understanding medication <span class="hlt">compounding</span> issues.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hicks, Rodney W</p> <p>2014-04-01</p> <p>The potential for contamination of <span class="hlt">compounded</span> products and the resulting infections are a serious threat to patient safety. Immediate use products are used frequently in the perioperative department, and perioperative nurses should be familiar with the guidelines and practices that aim to reduce the contamination that can occur during the sterile <span class="hlt">compounding</span> process. Four common themes lead to successful <span class="hlt">compounding</span>: quality (eg, product identification, purity, stability, compatibility, risk level assessment), the environment (eg, using a segregated <span class="hlt">compounding</span> area with specialized airflow capabilities, reducing particulate matter, practicing proper hand hygiene, performing gloved fingertip sampling, properly cleaning equipment and work areas), personnel activities (eg, familiarity with types of containers used and how often they can be accessed, following expiration dates and the number of times containers can be accessed), and the control process (eg, process monitoring, quality improvement). If a third-party vendor is contracted to handle <span class="hlt">compounding</span> for a facility, perioperative personnel should be aware of the responsibilities for the facility and the vendor to ensure a quality <span class="hlt">compounding</span> program. PMID:24674793</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778947','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3778947"><span id="translatedtitle">Acidophilic Halophilic Microorganisms in Fluid <span class="hlt">Inclusions</span> in Halite from Lake Magic, Western Australia</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Conner, Amber J.</p> <p>2013-01-01</p> <p>Abstract Lake Magic is one of the most extreme of hundreds of ephemeral acid-saline lakes in southern Western Australia. It has pH as low as 1.7, salinity as high as 32% total dissolved solids, temperatures ranging from 0°C to 50°C, and an unusually complex aqueous composition. Optical petrography, UV-vis petrography, and laser Raman spectrometry were used to detect microorganisms and organic <span class="hlt">compounds</span> within primary fluid <span class="hlt">inclusions</span> in modern bedded halite from Lake Magic. Rare prokaryotes appear as 1–3 μm, bright cocci that fluoresce green with UV-vis illumination. Dimpled, 5–7 μm yellow spherules that fluoresce blue with UV-vis illumination are interpreted as Dunaliella algae. Yellow-orange beta-carotene crystals, globules, and coatings are characterized by orange-red fluorescence and three distinct Raman peaks. Because acid saline lakes are good Mars analogues, the documentation of prokaryotes, eukaryotes, and organic <span class="hlt">compounds</span> preserved in the halite here has implications for the search for life on Mars. Missions to Mars should incorporate such in situ optical and chemical examination of martian evaporites for possible microorganisms and/or organic <span class="hlt">compounds</span> in fluid <span class="hlt">inclusions</span>. Key Words: Acid—Extremophiles—Western Australia—Fluid inclusions—Lake Magic—Dunaliella. Astrobiology 13, 850–860. PMID:23971647</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23971647','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23971647"><span id="translatedtitle">Acidophilic halophilic microorganisms in fluid <span class="hlt">inclusions</span> in halite from Lake Magic, Western Australia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Conner, Amber J; Benison, Kathleen C</p> <p>2013-09-01</p> <p>Lake Magic is one of the most extreme of hundreds of ephemeral acid-saline lakes in southern Western Australia. It has pH as low as 1.7, salinity as high as 32% total dissolved solids, temperatures ranging from 0°C to 50°C, and an unusually complex aqueous composition. Optical petrography, UV-vis petrography, and laser Raman spectrometry were used to detect microorganisms and organic <span class="hlt">compounds</span> within primary fluid <span class="hlt">inclusions</span> in modern bedded halite from Lake Magic. Rare prokaryotes appear as 1-3 μm, bright cocci that fluoresce green with UV-vis illumination. Dimpled, 5-7 μm yellow spherules that fluoresce blue with UV-vis illumination are interpreted as Dunaliella algae. Yellow-orange beta-carotene crystals, globules, and coatings are characterized by orange-red fluorescence and three distinct Raman peaks. Because acid saline lakes are good Mars analogues, the documentation of prokaryotes, eukaryotes, and organic <span class="hlt">compounds</span> preserved in the halite here has implications for the search for life on Mars. Missions to Mars should incorporate such in situ optical and chemical examination of martian evaporites for possible microorganisms and/or organic <span class="hlt">compounds</span> in fluid <span class="hlt">inclusions</span>. PMID:23971647</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23971647','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23971647"><span id="translatedtitle">Acidophilic halophilic microorganisms in fluid <span class="hlt">inclusions</span> in halite from Lake Magic, Western Australia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Conner, Amber J; Benison, Kathleen C</p> <p>2013-09-01</p> <p>Lake Magic is one of the most extreme of hundreds of ephemeral acid-saline lakes in southern Western Australia. It has pH as low as 1.7, salinity as high as 32% total dissolved solids, temperatures ranging from 0°C to 50°C, and an unusually complex aqueous composition. Optical petrography, UV-vis petrography, and laser Raman spectrometry were used to detect microorganisms and organic <span class="hlt">compounds</span> within primary fluid <span class="hlt">inclusions</span> in modern bedded halite from Lake Magic. Rare prokaryotes appear as 1-3 μm, bright cocci that fluoresce green with UV-vis illumination. Dimpled, 5-7 μm yellow spherules that fluoresce blue with UV-vis illumination are interpreted as Dunaliella algae. Yellow-orange beta-carotene crystals, globules, and coatings are characterized by orange-red fluorescence and three distinct Raman peaks. Because acid saline lakes are good Mars analogues, the documentation of prokaryotes, eukaryotes, and organic <span class="hlt">compounds</span> preserved in the halite here has implications for the search for life on Mars. Missions to Mars should incorporate such in situ optical and chemical examination of martian evaporites for possible microorganisms and/or organic <span class="hlt">compounds</span> in fluid <span class="hlt">inclusions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/21296611','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/21296611"><span id="translatedtitle">Semi-<span class="hlt">inclusive</span> distributions in statistical models</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Begun, V. V.; Gorenstein, M. I.; Gazdzicki, M.</p> <p>2009-12-15</p> <p>The semi-<span class="hlt">inclusive</span> properties of the system of neutral and charged particles with net charge equal to zero are considered in the grand canonical, canonical and microcanonical ensembles as well as in a microcanonical ensemble with scaling volume fluctuations. Distributions of neutral-particle multiplicity and charged-particle momentum are calculated as a function of the number of charged particles. Different statistical ensembles lead to qualitatively different dependencies. They are being compared with the corresponding experimental data on multihadron production in p+p interactions at high energies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/878645','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/878645"><span id="translatedtitle"><span class="hlt">Inclusion</span> Optimization for Next Generation Steel Products</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Dr. Sridar Seetharaman: Dr. Alan Cramb</p> <p>2006-04-06</p> <p>The project objective is to determine the conditions under which the <span class="hlt">inclusions</span> in liquid steel can act as heterogeneous nucleants for solidification. The experimental approach consisted of measuring the undercooling of a pure iron droplet in contact with different oxides to determine which oxides promote iron solidification by providing a suitable surface for nucleation and which oxides and under which conditions the metal can be deeply undercooled. The conclusions suggest that deep undercoolings are possible at low oxygen content provided the oxygen potential is such that substrate decomposition does not occur. If the oxygen content increases the undercooling decreases.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/863869','DOE-PATENT-XML'); return false;" href="http://www.osti.gov/scitech/servlets/purl/863869"><span id="translatedtitle">Semiconducting glasses with flux pinning <span class="hlt">inclusions</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/doepatents">DOEpatents</a></p> <p>Johnson, William L.; Poon, Siu-Joe; Duwez, Pol E.</p> <p>1981-01-01</p> <p>A series of amorphous superconducting glassy alloys containing 1% to 10% by volume of flux pinning crystalline <span class="hlt">inclusions</span> have been found to have potentially useful properties as high field superconducting magnet materials. The alloys are prepared by splat cooling by the piston and anvil technique. The alloys have the composition (TM).sub.90-70 (M).sub.10-30 where TM is a transition metal selected from at least one metal of Groups IVB, VB, VIB, VIIB or VIIIB of the Periodic Table such as Nb, Mo, Ru, Zr, Ta, W or Re and M is at least one metalloid such as B, P, C, N, Si, Ge or Al.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/biblio/22391837','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/biblio/22391837"><span id="translatedtitle">MINERνA charged current <span class="hlt">inclusive</span> analysis</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Caicedo, D. A. M.</p> <p>2015-05-15</p> <p>MINERνA is a few-GeV neutrino scattering experiment that has been taking data in the NuMI beam line at Fermilab since November 2009. The experiment will provide important inputs, both in support of neutrino oscillation searches and as a pure weak probe of the nuclear medium. For this, MINERvA employs a fine-grained detector, with an eight ton active target region composed of plastic scintillator and a suite of nuclear targets composed of helium, carbon, iron, lead and water placed upstream of the active region. We will describe the current status of the charged current <span class="hlt">inclusive</span> analysis in plastic scintillator.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015Litho.234...15B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015Litho.234...15B"><span id="translatedtitle">Distinguishing primary and secondary <span class="hlt">inclusion</span> assemblages in Jack Hills zircons</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bell, Elizabeth A.; Boehnke, Patrick; Hopkins-Wielicki, Michelle D.; Harrison, T. Mark</p> <p>2015-10-01</p> <p>Detrital igneous zircons from Jack Hills, Western Australia, range in age from ~ 3.0 to nearly 4.4 Ga and contain an <span class="hlt">inclusion</span> assemblage dominated by quartz and muscovite, cited as evidence of their derivation from peraluminous granitoids. However, some phosphate <span class="hlt">inclusions</span> in these zircons are known to be secondary from their post-depositional U-Pb ages and manifest mineralization along cracks. We undertook a survey of mineral <span class="hlt">inclusions</span> in 4.3-3.0 Ga Jack Hills zircons with particular emphasis on their relationship to possible alteration features (e.g., cracks, disturbed internal zonation, and visual turbidity). Mineral <span class="hlt">inclusions</span> revealed at polished surfaces show variations in modal mineralogy, mostly corresponding to their relationship with cracks. Muscovite is common both on and away from cracks, although the chemistry of muscovite <span class="hlt">inclusions</span> shows little relationship with other potential alteration features. <span class="hlt">Inclusions</span> filling cracks (secondary) and <span class="hlt">inclusions</span> isolated from cracks differ in their modal mineralogy, although both suites are rich in muscovite and quartz. The higher incidence of crack-intersecting <span class="hlt">inclusions</span> among younger zircons may reflect effects of the (generally larger) <span class="hlt">inclusion</span> size among younger zircons. Mismatches between the isolated and crack-intersecting populations indicate selective loss of certain phases (e.g., feldspar, apatite) and over-representation of quartz and muscovite along cracks likely due to the effects of larger <span class="hlt">inclusion</span> size and varying degrees of overpressure following zircon cooling and decompression. <span class="hlt">Inclusions</span> not associated with cracks in magmatically zoned versus regions with disturbed zoning have similar phase proportions. This indicates only minor <span class="hlt">inclusion</span> replacement away from cracks (i.e., the isolated assemblage is likely primary). This holds true also for <span class="hlt">inclusions</span> within visually turbid versus clear volumes of zircon. Phase proportions within the <span class="hlt">inclusion</span> assemblages differ with age indicating a</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JMoSt1085...90X','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JMoSt1085...90X"><span id="translatedtitle">Host-guest <span class="hlt">inclusion</span> system of artesunate with β-cyclodextrin and its derivatives: Characterization and antitumor activity</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Xie, Hudie; Yang, Bo; Wang, Fen; Zhao, Yulin</p> <p>2015-04-01</p> <p><span class="hlt">Inclusion</span> complexes between artesunate (ATS) and three cyclodextrins, namely β-cyclodextrin (β-CD), hydroxypropyl-β-cyclodextrin (HP-β-CD) and sulfobutyl ether-β-cyclodextrin (SBE-β-CD), were prepared by a suspension method. The complexes in both liquid and solid were characterized by phase-solubility diagram, nuclear magnetic resonance (NMR), powder X-ray diffraction (XRD) and thermoanalysis. The results suggested that artesunate was partly encapsulated within the cyclodextrin cavity to form a 1:1 stoichiometry host-guest <span class="hlt">compound</span>. Especially in the SBE-β-CD complex, displayed the greatest stability constant. Significant enhancement of water solubility and thermal stability of ATS in present of β-CDs was shown. The calculated IC50 values indicated that the antitumor activities of <span class="hlt">inclusion</span> complexes were better than that of ATS. Satisfactory aqueous solubility, along with high thermal stability of <span class="hlt">inclusion</span> complexes will be potentially useful for their application on the formulation design of natural medicine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997SPIE.3184...73H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997SPIE.3184...73H"><span id="translatedtitle">Nonpost mold cure <span class="hlt">compound</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hirata, Akihiro</p> <p>1997-08-01</p> <p>The recent low price trend of electronic products has made IC manufacturing efficiency a top priority in the semiconductor industry. Post mold cure (PMC) process, which generally involves heating the packages in the oven at 175 C for 4 to 8 hours, takes up much longer time than most other assembly processes. If this PMC process can be reduced or eliminated, semiconductor makers will be rewarded with a much higher cost merit. We define the purpose of Non-PMC as 'to get high reliability with suitable physical and electrical properties without PMC'. We compared carious properties of molding <span class="hlt">compound</span> before and after PMC. We found that curing reaction has almost complete through DSC and C-NMR measurement, but several properties have not stabilized yet, and that not all properties after PMC were better than before PMC. We developed new grade of molding <span class="hlt">compound</span> considering these facts. And we found that main factors to accomplish non-PMC <span class="hlt">compound</span> are curability and flowability, and more, increasing of fundamental properties. To accomplish non-PMC, at first, molding <span class="hlt">compound</span> need to have very high curability. Generally speaking, too high curability causes low flowability, and causes incomplete filing, wire sweep, pad shift, and weak adhesion to inner parts of IC packages. To prevent these failures, various <span class="hlt">compound</span> properties were studied, and we achieved in adding good flowability to very high curable molding <span class="hlt">compound</span>. Finally, anti-popcorn property was improved by adding low moisture, high adhesion, high Tg, and high flexural strengths at high temperature. Through this study, we developed new <span class="hlt">compound</span> grade for various package, especially large QFP using standard ECN resin.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2781868','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2781868"><span id="translatedtitle">Formalizing Darwinism and <span class="hlt">inclusive</span> fitness theory</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=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/23390797','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23390797"><span id="translatedtitle">Interrogating <span class="hlt">inclusive</span> development in India's transition process.</span></a></p> <p><a target="_blank" href="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> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=student+AND+engagement+AND+peer+AND+peer+AND+interaction&pg=5&id=EJ957383','ERIC'); return false;" href="http://eric.ed.gov/?q=student+AND+engagement+AND+peer+AND+peer+AND+interaction&pg=5&id=EJ957383"><span id="translatedtitle"><span class="hlt">Inclusion</span> as an Instructional Approach: Fostering <span class="hlt">Inclusive</span> Writing Communities in Preschool Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCloskey, Erin</p> <p>2012-01-01</p> <p>Preschool students with disabilities engage in social interaction with peers less often than children developing typically in <span class="hlt">inclusive</span> classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Evans&id=EJ1089951','ERIC'); return false;" href="http://eric.ed.gov/?q=Evans&id=EJ1089951"><span id="translatedtitle">Moving toward <span class="hlt">Inclusion</span>: <span class="hlt">Inclusion</span> Coaches' Reflections and Discussions in Supporting Educators in Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wlodarczyk, Kathy Ann; Somma, Monique; Bennett, Sheila; Gallagher, Tiffany L.</p> <p>2015-01-01</p> <p>When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for <span class="hlt">inclusive</span> education can be enhanced (Evans, 1997; Pyha¨lto¨ et al., 2012; Richardson, 1998). Our research examined the experiences…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Reich&pg=6&id=ED566140','ERIC'); return false;" href="http://eric.ed.gov/?q=Reich&pg=6&id=ED566140"><span id="translatedtitle">Taking Action toward <span class="hlt">Inclusion</span>: Organizational Change and the <span class="hlt">Inclusion</span> of People with Disabilities in Museum Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reich, Christine A.</p> <p>2014-01-01</p> <p>This study examined organizational change in science museums toward practices that are <span class="hlt">inclusive</span> of people with disabilities. Guided by two overarching frameworks, organizational learning and the social model of disability, this study sought to answer the following: What are the contexts and processes that facilitate, sustain, or impede a science…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=entanglement&pg=6&id=EJ933359','ERIC'); return false;" href="http://eric.ed.gov/?q=entanglement&pg=6&id=EJ933359"><span id="translatedtitle"><span class="hlt">Inclusive</span>/Exclusive? Contradictory Perspectives on Autism and <span class="hlt">Inclusion</span>: The Case for an Integrative Position</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ravet, Jackie</p> <p>2011-01-01</p> <p>This paper explores some of the tensions that frequently arise in debates about <span class="hlt">inclusion</span> and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ethical+AND+views+AND+education&pg=7&id=EJ1036149','ERIC'); return false;" href="http://eric.ed.gov/?q=ethical+AND+views+AND+education&pg=7&id=EJ1036149"><span id="translatedtitle">Valuing Student Teachers' Perspectives: Researching <span class="hlt">Inclusively</span> in <span class="hlt">Inclusive</span> Education?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black-Hawkins, Kristine; Amrhein, Bettina</p> <p>2014-01-01</p> <p>This paper considers how engaging with the principles of <span class="hlt">inclusive</span> research can enhance research studies that set out to understand the experiences of student teachers on initial teacher education programmes. It does so by describing the methodological development of an on-going study of student teachers' perspectives on working with diverse…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Australia&pg=3&id=EJ1048293','ERIC'); return false;" href="http://eric.ed.gov/?q=Australia&pg=3&id=EJ1048293"><span id="translatedtitle">Preventing <span class="hlt">Inclusion</span>? <span class="hlt">Inclusive</span> Early Childhood Education and the Option to Exclude</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cologon, Kathy</p> <p>2014-01-01</p> <p>While there is increasing international commitment to <span class="hlt">inclusive</span> education, as outlined in the United Nations Convention on the Rights of Persons with Disabilities (CRPD), many children remain excluded at school. One marginalised and frequently excluded group of people are people who experience disability. In the recently released first report on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=convenience+AND+sampling&pg=7&id=ED559439','ERIC'); return false;" href="http://eric.ed.gov/?q=convenience+AND+sampling&pg=7&id=ED559439"><span id="translatedtitle">Behavioral and Academic Differences between an <span class="hlt">Inclusive</span> and Non-<span class="hlt">Inclusive</span> Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hatch, Sherry Lynn</p> <p>2013-01-01</p> <p>Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an <span class="hlt">inclusion</span> classroom and a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=cross+AND+cultural+AND+literacy&pg=2&id=EJ1105241','ERIC'); return false;" href="http://eric.ed.gov/?q=cross+AND+cultural+AND+literacy&pg=2&id=EJ1105241"><span id="translatedtitle">Curriculum Matters: The Common Core, Authors of Color, and <span class="hlt">Inclusion</span> for <span class="hlt">Inclusion</span>'s Sake</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Berchini, Christina</p> <p>2016-01-01</p> <p>In this article, the author employs a critical analysis of a short story with cross-cultural themes to illustrate how it is framed in a widely used textbook aligned with the Common Core State Standards. The author shows how the <span class="hlt">inclusion</span> of literature by authors of color in any curriculum does not necessitate that the needs of racially,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Inclusion%2c+AND+Disability+AND+Culture&pg=2&id=ED550920','ERIC'); return false;" href="http://eric.ed.gov/?q=Inclusion%2c+AND+Disability+AND+Culture&pg=2&id=ED550920"><span id="translatedtitle">Leadership to Promote <span class="hlt">Inclusion</span>: Perceptions of Elementary Principals on <span class="hlt">Inclusion</span>, Co-Teaching, and Differentiated Instruction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Murray, Michelle L.</p> <p>2012-01-01</p> <p>The Individuals with Disabilities Act mandates that all students with or without disabilities should be included in the regular education classroom to the greatest extent appropriate. Research shows the importance of the principal's ability to shape programs, policies and school cultures that are supportive of <span class="hlt">inclusion</span>. Deploying a modified…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=pragmatism&pg=7&id=EJ1030162','ERIC'); return false;" href="http://eric.ed.gov/?q=pragmatism&pg=7&id=EJ1030162"><span id="translatedtitle">Promoting <span class="hlt">Inclusion</span>? "<span class="hlt">Inclusive</span>" and Effective Head Teachers' Descriptions of Their Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lindqvist, Gunilla; Nilholm, Claes</p> <p>2014-01-01</p> <p>The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote <span class="hlt">inclusive</span> practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6-16) according to specific criteria in order to obtain head teachers who work effectively and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092658.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092658.pdf"><span id="translatedtitle">Thinking Change <span class="hlt">Inclusively</span>: Views of Educational Administrators on <span class="hlt">Inclusive</span> Education as a Reform Initiative</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sakiz, Halis</p> <p>2016-01-01</p> <p>This paper is an attempt to delve into the debate about educational change and evaluate this concept around the paradigms introduced by <span class="hlt">inclusive</span> education. The paper embarks on views of 27 educational administrators working in different educational institutions in Turkey. Participants are asked to provide their views on educational change and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=transgender&pg=3&id=EJ856859','ERIC'); return false;" href="http://eric.ed.gov/?q=transgender&pg=3&id=EJ856859"><span id="translatedtitle">Selection, <span class="hlt">Inclusion</span>, Evaluation and Defense of Transgender-<span class="hlt">Inclusive</span> Fiction for Young Adults: A Resource Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rockefeller, Elsworth I.</p> <p>2009-01-01</p> <p>An increasingly visible youth transgender population is emerging and the number of transgender-<span class="hlt">inclusive</span> fiction texts for young adults is growing. Adults serving teens in schools, libraries, and community agencies must begin actively pursuing, utilizing, and incorporating these texts into resource collections. This article provides an overview of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=currency+AND+education&id=EJ907715','ERIC'); return false;" href="http://eric.ed.gov/?q=currency+AND+education&id=EJ907715"><span id="translatedtitle">Preparing Teachers for <span class="hlt">Inclusive</span> Education: Using <span class="hlt">Inclusive</span> Pedagogy to Enhance Teaching and Learning for All</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Florian, Lani; Linklater, Holly</p> <p>2010-01-01</p> <p>As the concept of "<span class="hlt">inclusive</span> education" has gained currency, students who would previously have been referred to specialist forms of provision, having been judged "less able", are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED501700.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED501700.pdf"><span id="translatedtitle">Psychology's Role in <span class="hlt">Inclusive</span> Education: Observations from New Brunswicks's Recent Review of <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Williams, Robert B.; French, Laurence A.</p> <p>2007-01-01</p> <p>Psychologists are amongst the professionals who assess children to identify and prescribe for those with learning differences. They currently carry out these assessments in the context of the practice of <span class="hlt">inclusive</span> education that involves providing for all children's educational needs in regular classroom settings. Recently, some psychologists have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ967740.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ967740.pdf"><span id="translatedtitle">Signs of an <span class="hlt">Inclusive</span> School: A Parent's Perspective on the Meaning and Value of Authentic <span class="hlt">Inclusion</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Swedeen, Beth L.</p> <p>2009-01-01</p> <p>Although increasing numbers of schools say they are adopting <span class="hlt">inclusive</span> models of service delivery, many students with significant disabilities continue to experience segregation and isolation in school settings. This article, written from a parent's perspective, highlights a series of questions that school leadership, educators, and families can…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1094874.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1094874.pdf"><span id="translatedtitle">Where Do Mexico and Chile Stand on <span class="hlt">Inclusive</span> Education? Short Title: <span class="hlt">Inclusion</span> in Mexico and Chile</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>García-Cedillo, Ismael; Romero-Contreras, Silvia; Ramos-Abadie, Liliana</p> <p>2015-01-01</p> <p>This paper discusses the background, current situation and challenges of educational integration and <span class="hlt">inclusive</span> education in Mexico and Chile. These countries obtained similar low results on the academic achievement of their students (Mexico last and Chile second last) among OECD countries; and above average scores, among Latin-American countries.…</p> </li> </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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