This study examines the ethical challenges and dilemmas that teachers experience in their work with students who have special needs in inclusive classrooms. Moreover, it investigates the ways in which teachers cope with or resolve such difficulties, the supports currently available to assist them in managing ethical issues, and their recommendations for potential supports. Accounts of ethical challenges reported by 12 teacher participants working at the elementary and secondary level were interpreted from two stages of interviews. Data were analyzed qualitatively using a constant comparison method, with data analysis occurring during and after each stage. Emergent themes were coded and categorized to elicit major and sub-themes. The ethical challenges reported by the participants primarily dealt with issues of care, equity, and fairness, where participants felt that the best interests of students were not being met. Difficulties occurred in the context of accommodations and modifications, assessment and evaluation, discipline, distribution of time and resources, and the rights of the individual student versus the group. In the accounts provided, participants consistently raised concerns about ethical dilemmas they experienced as a result of colleagues. In all of the situations that dealt with colleagues, teachers were unwilling to confront the unethical behaviors of co-workers despite their potential to harm the student. All of the teachers faced ethical challenges in the context of inclusion. While most support the practice of inclusion, concerns were raised about existing inequities, specifically in regard to the degree of inclusivity and access to learning opportunities. Shortages in supports, resources, and training were the primary reasons attributed to the teachers’ struggles. The participants’ recommendations for supports consisted of collaborative professional development opportunities, specifically in special and inclusive education. This study contributes to the growing body of literature in the ethics of inclusive and special education. It has significant implications for policy makers, certifying bodies, teacher education programs, and teachers’ professional lives as it provides insights into the ethical challenges faced by teachers in inclusive classrooms. The results of the study have the potential to influence the development of policies and practices to support both teachers and students.

This research examines settlement services and their ability to provide assistance with social inclusion for newcomer youth in the Peel Region, Ontario. Focus groups are used to examine the experiences and perceptions of settlement services and their ability to enhance social inclusion among 44 newcomer youth. The findings indicate that newcomer youth have positive perceptions of settlement services. Furthermore, there are five arenas in which settlement services are assisting with social inclusion for newcomer youth. These include relational inclusion, labour market inclusion, spatial inclusion, educational inclusion, and socio-political inclusion. Additional research is required to examine the social inclusion impacts that settlement services have on newcomer youth over the life-course. Moreover, reconsidering government initiatives and policies involving funds for settlement services and community organizations is necessary.

I vårt examensarbete har vi valt att undersöka hur lärare i idrott och hälsa arbetar för att inkludera elever med funktionsnedsättning. Teoretiska studier och kvalitativa intervjuer av lärare i idrott och hälsa, är det vi använt oss av för att undersöka hur lärare arbetar med elever i behov av särskilt stöd. Vi har lyft begreppen inkludering och funktionsnedsättning för att lyfta fram en definition, som arbetet sedan har utgått ifrån. Vi har valt att belysa specialpedagogik, idrottslärarens kompetens, bemötande, skolans anda, organisation, miljön och materialets inverkan på lärarens möjligheter att inkludera elever med funktionsnedsättning. Vi redovisar resultatet av intervjuerna och gör sen en analys utifrån resultatet och ställer detta mot litteraturen. I slutet av arbetet förs en slutdiskussion där vi lyfter en del tankar om det vi har kommit fram till, bland annat angående inkluderingsbegreppets betydelse samt hur idrottslärarens kompetens för att möta elever i behov av särskilt stöd påverkar graden av inkludering av dessa elever.

Inclusion body hepatitis (IBH) has been occurring as an economically important, emerging disease of broiler chickens in several countries. Historically, IBH has been identified as a secondary disease, often associated with common immunosuppressive diseases. However, few studies have identified IBH as a primary disease with no apparent association with immunosuppressive diseases. The objectives of this study were to develop an animal model of IBH in commercial broilers, to demonstrate vertical transmission of fowl adenoviruses (FAdVs) in broiler breeders and to control IBH in broilers by vaccinating their parents with an inactivated FAdV vaccine. In order to develop an animal model of IBH in commercial broilers, fourteen-day old broilers were inoculated intramuscularly with 1x104 1x107 CCID50 of either FAdV x11a-like virus, two strains of FAdV-8a (FAdV-8a strain TR-59 and FAdV-8a strain T8-A) or FAdV-11strain 1047. Four days following FAdV inoculation, 5% - 15% mortality was observed and dead birds showed histologic lesions of hemorrhagic necrotizing hepatitis. This animal model reproduced the clinical disease, and pathological lesions of IBH that have been described in commercial broilers. In order to demonstrate vertical transmission of the FAdV, 35-week-old broiler breeders were inoculated with 1x106 CCID50 of either FAdV x11a-like virus, FAdV-8a strain TR-59, FAdV-8a strain T8-A or FAdV-11 strain 1047. Eggs from infected breeders were collected and hatched seven days post-inoculation. Clinical signs or mortality were not observed in parents; however broiler progeny derived from broiler breeders inoculated with FAdV-8a strain T8-A had 30% IBH mortality by seven days of age. The hexon gene loop 1 sequence of the virus isolated from affected broiler progeny showed 100% identity to FAdV-8a strain T8-A. In order to demonstrate protection of broilers against IBH by vaccination of their parents, four groups of broiler breeders were vaccinated with either FAdV-8a strain T8-A (2x107 or 2x104 CCID50) formulated with 20% oil-in-water emulsion, or FAdV x11a-like virus (2x107 or 2x104 CCID50) formulated with 20% oil-in-water emulsion at the age of 12 and 15 weeks. The control group was inoculated with 20% oil-in-water emulsion. Broiler progeny were challenged with FAdV-8a strain T8-A to study the immunoprotective effect of the vaccine. Although, survival of broilers following FAdV-8a strain T8-A challenge was not significantly different among vaccinated and non-vaccinated groups (P>0.05), immunoprotective effect was enhanced by the increase dose of FAdV antigens (P>0.05). Further studies are necessary to improve the vaccine efficacy to protect broilers against IBH.<p> In conclusion, the results of this study support the hypothesis that IBH in broilers in Canada is a vertically-transmitted primary disease with no known immunosuppressive involvement. The results also demonstrated that inactivated antigens of FAdV are able to partially protect broilers against IBH by vaccinating their parents. Further studies with different formulations, and priming the immune system of broiler breeders with live FAdV prior to vaccination with inactivated FAdV vaccines are necessary to improve the efficacy of inactivated IBH vaccine.

While our schools across the United States evidently are witnessing an influx of students from diverse backgrounds, the need to address the issue of diversity among public school teachers is critical for inclusive and equitable schools. The purpose of this study was to explore and analyze Texas secondary agricultural education teachers' attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique, and 232 secondary agricultural education teachers participated in the study. Descriptive statistics were used for reporting the demographic and personal characteristics of respondents. Mean scores were used to assess teachers' perceptions of the benefits of diversity inclusion, perceptions of the barriers of diversity inclusion, and perceptions of proposed solutions to increase diversity inclusion in Texas secondary agricultural education programs. The sample consisted of 170 males and 45 females. The ethnic distribution of the sample was 90.5% White/European American, 6.2% Hispanic/Latino American, 1.9% Native American, 0.9% African American, and 0.5% Asian American. Respondents agreed that secondary agricultural education programs can benefit students of color and students with disabilities. Respondents also agreed that some of the barriers that prevent diversity inclusion in agricultural education include the lack of information about agricultural education, negative parental attitudes about agricultural education, and not being accepted by peers. Respondents indicated that the following is needed for all students to achieve in school: (a) educators, parents, and policymakers must develop strategies to address the different learning styles of all students; (b) agricultural educators should encourage and strive to increase students? of color membership in FFA; (c) teachers should become familiar with students of color represented in their classrooms in order to promote an atmosphere of acceptance and cooperation; and (d) agricultural educators should increase recruitment efforts to promote diversity inclusion must occur. The study also indicated that statistically significant differences in means scores existed based upon certain personal characteristics in regards to the Benefits, Barriers, and Solutions scales.

<p>The present study was carried out to investigate theformation and chemical development of non-metallic inclusionsduring ladle treatment of steel.</p><p>To begin with, an investigation of the deoxidation processand the impact of aluminium addition was carried out. For thispurpose, a new experimental setup was constructed. The setupallowed the examination of the deoxidation process as afunction of time by using a quenching technique. Preliminaryexperiments showed that homogeneous nucleation of alumina tookplace in the areas supersaturated with aluminium. Theseexperiments also showed that agglomeration of alumina particleswas a very rapid process, even when the convection in the meltwas negligible.</p><p>In order to examine whether aluminium supersaturation occursduring industrial practice, the deoxidation of liquid steelwith aluminium wire injection in a gas-stirred ladle wassimulated by mathematical modeling using a Computational FluidDynamics (CFD) approach. The results showed that theconcentration of aluminium in the vicinity of the aluminiumwire injection was high enough to generate homogeneousnucleation of alumina.</p><p>Aiming at an understanding of the inclusion chemistry duringthe ladle process, an industrial study was performed atUddeholm Tooling AB. The impact of slag-lining reactions andladle glaze as a source of inclusions in the melt was alsostudied. The experimental results were analysed from athermodynamic viewpoint to gain an insight into the origins ofthe inclusions and their changes along the process of the ladletreatment. Six types of inclusions were found in the steel. Thetypes of inclusions present varied along the history of theladle treatment. Three types of inclusions were found in theliquid steel before deoxidation, namely type A (a liquidinclusion with high SiO2 concentration), type B (spinel) andtype C (a combination of type A and type B). Thermodynamicanalysis indicated that these types of inclusions could begenerated by the reaction between the Electric Arc Furnace(EAF) slag and the ladle glaze, during the filling of theladle. The addition of aluminium resulted in the formation ofalumina inclusions (type E), which agglomerated and separatedfrom the steel very fast. The spinel inclusions of type B werefound to be unstable at low oxygen potentials. The inclusionsof this type would react with the liquid metal forming theinclusions of type F (spinel in the centre surrounded by anoxide solution containing Al2O3, CaO and MgO). Further,reaction between the liquid metal and inclusions of type Fwould result in the inclusions of type G, an oxide solutionmostly consisting of Al2O3 and CaO with small amounts of MgOand SiO2. The inclusions of type G were the only inclusionsfound in the steel before casting.</p>

The Cambrian Eriboll Formation exposed in the footwall of the Moine Thrust, NW Scotland, provides a suitable outcrop analog for naturally fractured tight-gas sandstone reservoirs. Previous studies distinguished five regional sets of quartz-lined or quartz-filled macrofractures (>10 m in opening displacement) that have the following strikes, from oldest to youngest, N, NW to WNE, NE, EW, and NNE (set A through set E), respectively (Laubach and Diaz-Tushman, 2009). Crosscutting relations among microfractures imaged by scanning electron microscope cathodoluminescence (SEM-CL) indicate that microfracture sets follow the same age sequence as macrofractures. Macrofractures >100 m wide are characterized by crack-seal textures interpreted to reflect multiple generations of fracture opening and cemention. In contrast, multiple stages of fracture opening and sealing are not observed in thinner microfractures. Microfractures in the Eriboll Formation are completely to partially filled with quartz cement. Microfractures contain trails of fluid inclusions trapped during fracture cement precipitation. Using microthermometry, I determined that set A microfractures have the highest range in trapping temperature of all sets, ranging from 175°C to 222°C. Fluid inclusion trapping temperatures in set B range between 181°C and 183°C, in set C between 132°C and 143°C, and in set D between 128°C to 188°C. Fluid inclusion assemblages (FIAs) of set E fluid inclusions recorded the lowest temperatures between 79°C and 91°C. Fluid inclusion microthermometric data shows a wide range of up to 46°C in homogenization temperatures for all fluid inclusion assemblages. I attribute this wide range to a combination of (1) partial re-equilibration of inclusions by later thermal events, (2) protracted sealing of microfractures under changing burial temperature conditions, and (3) repeated opening and sealing of microfractures without a recognizable textural record of crack-seal. I interpret the lowest temperature, after pressure correction in each FIA, to record the temperature of initial fracture opening and refer to this as the initial trapping temperature Ti. Initial trapping temperatures (Ti) of 22 fluid inclusion assemblages (FIAs) in different microfracture sets record an overall decrease in temperatures from set A to set E. Based on the fluid inclusion trapping temperatures, I determined the duration of microfracture opening and sealing in comparison with the reconstructed thermal history of the Eriboll Formation. This comparison suggests that microfracture sets A through set E formed between 445 Ma to 205 Ma. Set A formed before the emplacement of the Moine Thrust. Set B and set C formed shortly after the emplacement of the Moine Thrust during Early Silurian times, and set D and set E formed during the subsequent uplift and cooling. The wide range in initial trapping temperature Ti for sets A and D suggests that these fracture sets formed over periods spanning 25 Ma and 30 Ma, respectively. Shorter times are indicated for sets B, C, and E. Long periods of fracture formation are also consistent with a 4°C range in fluid inclusion ice melting temperatures, suggesting fluid inclusion trapping and thus repeated opening and sealing of microfractures as pore fluid composition changed over time. These findings indicate that microfractures could remain open in deep basin settings for geologically long periods of time providing potential pathways for fluids in otherwise poorly conductive sedimentary sequences. / text

General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom. / text

This report explores the intersection between public management and workplace inclusion. At its core, workplace inclusion refers to an individual's ability to participate meaningfully and access opportunities within an organization, regardless of his or her unique identity (Mor Barak, 2005 & Prime et. al, 2010). The public sector is of particular interest to this author because of the types of services provided, populations served, and people employed by government agencies. Structural constraints, high expectations of transparency, and broad accountability to the public at large also make public sector organizations a unique management setting. Hill and Lynn (2009) developed a three-dimensional approach to public management that is one of the foundations of this report. In their framework, the three dimensions of public management are structure, culture, and craft. This framework is used in this report because it captures the complex environmental and individual factors that influence a public manager's ability to achieve organizational goals. Mor Barak's (2005) model for an inclusive workplace serves as the second foundation for this report because it is on the cutting edge of social work research. Her model combines both business and social work perspectives to capture the multidisciplinary nature of workplace inclusion. Supplementing these models, private sector research is discussed to illustrate the potential examples, benefits, and limitations of creating an inclusive workplace. The purpose of this report is to create a foundation for future empirical research and to offer an inclusive public management perspective to practitioners. It attempts to integrate models from different disciplines and apply private sector research to a public management context. This report operates under the premise that management practice can be enhanced when the strengths and unique perspectives of different disciplines--such as social work, business, and public management--are shared and integrated. An effectively implemented inclusive public sector workplace model has the potential to mitigate social injustice at the organizational level and enhance an agency's ability to fulfill its mission. / text

Research in the field of bisexuality has identified that bisexuals experience a unique kind of phobia, in that phobic responses to their sexual preferences appear from both mainstream and LGBT communities. However, little research in the UK has been conducted within the arena of sport culture to cater for the particular welfare needs of bisexual athletes. As an additional consequence, there is little theorisation of bisexuality available within the context of sport sociology. This research contributes to debates in the politics of identity by exploring a fairly new landscape within sport culture using a Foucauldian analysis of power. Discourse analyses have been utilised to interpret thirteen semi-structured interviews conducted with British athletes on the topics of bi-invisibility and the general problem of homophobia. This research also contributes to discussions concerning the mobilisation of power through discourse – certain discursive practices function to legitimize normative over non-normative sexualities and queer/fluid/bisexual identities are further stigmatized and othered. The main findings suggest that exclusions are mobilised most effectively, ironically, through sport cultural practices of inclusion, in that they are almost exclusively sexual identity-based. Additionally, this study offers a theoretical explanation for the peripheralisation of bisexuality in sport culture which can shed new light on bisexual theory in mainstream culture. It makes important suggestions as to the new directions future research can take in order to advance the current knowledge bases concerning the effects of bantering. This research proposes that practices of bantering can be just as marginalising as those of bullying. In the resultant climate of covert exclusions, organizational sporting bodies could benefit from paying close attention to the disempowering effects of biphobic and homophobic language, whether humorously intended or otherwise. This is with particular respect to youth footballing academies and spectator communities.