Spatial patterns of FUS-immunoreactive neuronal cytoplasmic inclusions (NCI) in neuronal intermediate filament inclusion disease (NIFID)

Neuronal intermediate filament inclusion disease (NIFID), a rare form of frontotemporal lobar degeneration (FTLD), is characterized neuropathologically by focal atrophy of the frontal and temporal lobes, neuronal loss, gliosis, and neuronal cytoplasmic inclusions (NCI) containing epitopes of ubiquitin and neuronal intermediate filament (IF) proteins. Recently, the 'fused in sarcoma' (FUS) protein (encoded by the FUS gene) has been shown to be a component of the inclusions of NIFID. To further characterize FUS proteinopathy in NIFID, we studied the spatial patterns of the FUS-immunoreactive NCI in frontal and temporal cortex of 10 cases. In the cerebral cortex, sectors CA1/2 of the hippocampus, and the dentate gyrus (DG), the FUS-immunoreactive NCI were frequently clustered and the clusters were regularly distributed parallel to the tissue boundary. In a proportion of cortical gyri, cluster size of the NCI approximated to those of the columns of cells was associated with the cortico-cortical projections. There were no significant differences in the frequency of different types of spatial patterns with disease duration or disease stage. Clusters of NCI in the upper and lower cortex were significantly larger using FUS compared with phosphorylated, neurofilament heavy polypeptide (NEFH) or a-internexin (INA) immunohistochemistry (IHC). We concluded: (1) FUS-immunoreactive NCI exhibit similar spatial patterns to analogous inclusions in the tauopathies and synucleinopathies, (2) clusters of FUS-immunoreactive NCI are larger than those revealed by NEFH or ???, and (3) the spatial patterns of the FUS-immunoreactive NCI suggest the degeneration of the cortico-cortical projections in NIFID.

Are web designers resisting the inclusion of social cues when creating website user interface?

Using the resistance literature as an underpinning theoretical framework, this chapter analyzes how Web designers through their daily practices, (i) adopt recursive, adaptive, and resisting behavior regarding the inclusion of social cues online and (ii) shape the socio-technical power relationship between designers and other stakeholders. Five vignettes in the form of case studies with expert individual Web designers are used. Findings point out at three types of emerging resistance namely: market driven resistance, ideological resistance, and functional resistance. In addition, a series of propositions are provided linking the various themes. Furthermore, the authors suggest that stratification in Web designers’ type is occurring and that resistance offers a novel lens to analyze the debate.

Pluronic F127-modified liposome-containing tacrolimus-cyclodextrin inclusion complexes:improved solubility, cellular uptake and intestinal penetration

Objective The aim of this study was to investigate Pluronic F127-modified liposome-containing cyclodextrin (CD) inclusion complex (FLIC) for improving the solubility, cellular uptake and intestinal penetration of tacrolimus (FK 506) in the gastrointestinal (GI) tract. Methods Molecular modelling was performed to screen the optimal CD for the solubilization of FK 506. FLIC was prepared by thin-lipid film hydration with the inclusion complex solutions followed by membrane extrusion. Dilution tests were conducted in simulated gastric fluids and phosphate-buffered solution of sodium taurocholate to investigate the solubility improvement of FK506. The cellular uptake of nanocarriers was studied in Caco-2 cells, and intestinal mucous membrane penetration in the GI tract was evaluated in Sprague-Dawley rats. Key findings The results showed that β-CD had the strongest binding energy with the guest molecule among the CDs. The prepared FLIC has an average diameter of 180.8 ± 8.1 nm with a spherical shape. The solubility and cellular uptake of FK 506 was greatly improved by the incorporation of CD complexes in the Pluronic F127-modified liposomes. Intestinal mucous membrane penetration was also significantly improved by the preparation of FLIC. Conclusion With improved drug solubility and intestinal mucous membrane penetration, FLIC shows a promising oral delivery system for FK 506. © 2013 Royal Pharmaceutical Society.

On the numerical solution of a Cauchy problem in an elastostatic half-plane with a bounded inclusion

We propose an iterative procedure for the inverse problem of determining the displacement vector on the boundary of a bounded planar inclusion given the displacement and stress fields on an infinite (planar) line-segment. At each iteration step mixed boundary value problems in an elastostatic half-plane containing the bounded inclusion are solved. For efficient numerical implementation of the procedure these mixed problems are reduced to integral equations over the bounded inclusion. Well-posedness and numerical solution of these boundary integral equations are presented, and a proof of convergence of the procedure for the inverse problem to the original solution is given. Numerical investigations are presented both for the direct and inverse problems, and these results show in particular that the displacement vector on the boundary of the inclusion can be found in an accurate and stable way with small computational cost.

Strategists' reactions and resistance towards forces of inclusion:soothing the anxiety of marketing (non-) influence

The firm is becoming more and more inclusive in its conception. And yet, marketing studies point to the same overwhelming conclusion that marketing, marketing departments and marketers are being increasingly 'pushed out' - excluded. We argue that where and when inclusion-exclusion intersect in the practice of strategic marketing is important, not least because their powerful boundary-setting and spanning roles have a determinant effect on the places and spaces, within which marketing strategists are (counter-) mobilized. This paper provides new insights relating to the contradictory forces existing around inclusion-exclusion in corporate strategizing. A further aim is to present the position of marketing (non-) influence within this context. The paper provides a unique theoretical contribution by illustrating some of the contradictions, struggles and activities that make the theoretical shift towards strategic inclusivity unstable, partial and by no means inevitable. A further contribution is a linking of this broader strategic debate, with anxieties over the influence of marketing in corporate strategizing. This leads to a discussion of the various ways that marketing research can sooth the anxiety of influence on multiple fronts via: understanding agency and strategic action; shaping marketing curriculum development; and, reconsidering the spatial dimensions of marketing influence. © 2010 Taylor & Francis.

Implementing an inclusion policy in a primaryschool:findings and recommendations from a case study approach

This article is based on a case study carried out in a small inner-city primary school in the English south midlands. The key determinant of the research was to examine the factors affecting the progress of children in the school, assess the school's response and to make recommendations that would enhance good practice and undertake responsibilities under the Race Relations Act (2000). The focal point was children for whom English is an additional language (EAL). This article considers the relevance of such a study in gathering the views of EAL and minority ethnic parents, carers and professionals and how far it could be utilized by any school as part of a regular check to determine how well it is providing for their children.

On Extension of Functors onto the Kleisli Category of the Inclusion Hyperspace Monad

It is proved that there exists no extension of any non-trivial weakly normal functor of finite degree onto the Kleisli category of the inclusion hyperspace monad.

A Random Evolution Inclusion of Subdifferential Type in Hilbert Spaces

In this paper we study a nonlinear evolution inclusion of subdifferential type in Hilbert spaces. The perturbation term is Hausdorff continuous in the state variable and has closed but not necessarily convex values. Our result is a stochastic generalization of an existence theorem proved by Kravvaritis and Papageorgiou in [6].

Inclusion Properties for Certain Classes of Analytic Functions Involving a Family of Fractional Integral Operators

2000 Math. Subject Classification: 30C45

Well-Posedness, Conditioning and Regularization of Minimization, Inclusion and Fixed-Point Problems

AMS subject classification: 65K10, 49M07, 90C25, 90C48.

Guest editors' introduction : diversity and inclusion in different work settings:emerging patterns, challenges, and research agenda

The purpose of this article is to analyze and highlight the developments in the current scholarship on managing diversity and inclusion (D&I) and provide insights for future research. While doing so, the article advances our understanding of “what matters” in this field, through the integration of different literature concerning the dimensions of D&I. It also provides a neo-institutionalist framework, which locates different themes in the D&I scholarship to assist in further development of the field. It argues for a consideration of inquiry in D&I from a neo-institutionalist perspective to encourage interdisciplinarity and align with broader social science research in human resource management (HRM) and development, highlighting the complexity involved in the theorizing of D&I management in organizations. Specifically, we argue for the need to engage with a variety of stakeholders concerned with the management of D&I, to enable cross-fertilization of theories and mixing methods for future research designs. The article also introduces the manuscripts included in this special issue and build on them as well to develop the future research agenda. © 2015 Wiley Periodicals, Inc.

modern foreign languages classroom:is inclusion of all exclusion in disguise?

The past decade has seen a drive to give all pupils the opportunity to study a Modern Foreign Language (MFL) in schools in England, making the teaching and learning of foreign languages part of the primary school curriculum. The Languages for All: Languages for Life (DfES, 2002) policy was introduced through the National Languages Strategy with an objective to increase the nation’s language capability. Raising the educational standard for all pupils is another government initiative with a strong emphasis on inclusion. As the Languages for All policy stresses the importance and benefits of language learning, and inclusion suggests equality and provision for all, this study examines the inclusion of all key stage 2 pupils in foreign language learning and describes perceptions and experiences of pupils, particularly those identified as having special educational needs (SEN) in their performances and negotiations in learning French. As a small scale, qualitative and ethnographically informed, this research is based on participant observation and semi-structured interviews with pupils, teachers of French, teaching assistants and parents. This study draws upon Nussbaum’s capabilities approach and Bourdieu’s concepts as theoretical foundations to analyse the ‘inclusive’ French classroom. As the capabilities approach takes people as ends not means, and goes beyond a focus on resources, it lends itself to critical thinking on issues around inclusion in education. In this context, this researcher investigates the experiences of pupils who struggle with foreign language learning because of their abilities or disabilities, and frames the discussion around the capabilities approach. The study also focuses on motivation and identity in foreign language learning, and draws upon Bourdieu’s concepts of capital, habitus and field to analyse how the participants make sense of and respond to their own circumstances in relation to their performances in the language learning process. This research thus considers Bourdieu’s concepts for a deeper understanding of issues of inequality in learning French and takes up Nussbaum’s insight that pupils may differ in what learning French means to them, and it is not how they differ, but the difference between their capability to choose and achieve what they value that should matter. The findings indicate that although, initially, the French classroom appears ‘inclusive’ due to the provision and practices of inclusion, a closer look shows it to be exclusionary. In addition, responses from the participants on the usefulness and benefits of foreign language learning are contradictory to the objectives of the Languages for All policy, illustrating the complexity of the ‘inclusive’ MFL classroom. This research concludes that structural and interpersonal practices of inclusion contribute to the disguising of exclusion in a classroom deemed ‘inclusive’. Implications are that an understanding and consideration of other aspect of life such as well-being, interests, needs and values should form a necessary part of the language policy.

An examination of parental opinions regarding the inclusion of disabled students in regular education classes

This study investigated the opinions regarding inclusion of parents of both disabled and nondisabled elementary children from a large suburban county. An opinion survey combining Wilczenski's Attitudes Toward Inclusive Education Scale with additional questions was distributed to 1170 children from 24 schools. Three research questions focused on differences between mean parental responses as they related to the inclusion and disability status of the parent's child. Results from the 270 respondents indicated that parents with disabled children had more favorable opinions about inclusion than did those with nondisabled children. Parents with included children were more favorable toward inclusion than were parents whose children were not included. Parents with included disabled children were more accepting of inclusion than were those with nondisabled children in inclusive settings. Parents' answers differed depending on the type of disability being included. Regardless of their child's disability or inclusion status, the ranking for disability types from most acceptable for inclusion to least acceptable were: social, sensory, motor, academic and behavioral. Results across types of questions, including questions relating to acceptance and general inclusion issues, indicated consistently more favorable opinions of parents with disabled children, included children and disabled children in inclusive classes. Two additional research questions examined parental responses as they related to demographic characteristics of the parents and of the schools their children attended. Analysis of Variance found only one significant main effect for any parental demographic variable. This difference was for the number of parents' elementary children when comparing parents with and without disabled children. The only significant main effects of demographics of schools the parents' children attended were for the area of the county and for schools with differing percentages of severely disabled students when comparing responses of parents with disabled and nondisabled children. For all research questions, tests indicated low effect sizes and moderate to high power levels. These results, and the fact that means for all groups were in the middle range of response choices, indicate that there may be little practical significance to the overall results. Further studies should investigate the trends found in this study. ^

Middle school teachers perspectives on inclusion: A qualitative study

Historically, research has placed considerable emphasis on developing a systematic body of knowledge about education in which little voice has been given to teachers themselves. The critical role that teachers play in this generative process such as reflecting, acting and theorizing upon practices that shape life in the classroom has largely been ignored in favor of technical innovation and organizational procedure. As schools struggle to reform and restructure, an understanding of how teachers interpret their practices in context and how the culture of schools influence, constrain, or encourage these practices become critical aspects of school success or failure. ^ This study examined the perspectives on inclusion of seven middle school teachers as they attempted to include exceptional students in regular classes. The study utilized three forms of data collection: observations were made of participant interactions as they led their everyday school lives; document analysis was used as a means to gain an understanding of programs affecting exceptional students, and interviews were used to give voice to teacher's perceptions regarding inclusion, allowing description in their own words rather than those imposed by an outside inquirer. Data collection and analysis sought to identify emerging themes, categories and patterns, allowing for the creation of substantive theory grounded in empirical data. ^ The key issues that emerged in the study were considered in terms of three general categories. The first, teaching and learning, revealed stark contrasts in opinions regarding the type of human support thought necessary for successful inclusion. Regular educators clung to the traditional notion of solitary teachers directing all class activity, while exceptional educators preferred a more team-oriented approach. The second, school structure, revealed that highly collaborative structures were only partially successful in creating additional conversation between regular and exceptional educators. Collegiality was affected by lack of staff experience with the process as well as its implementation in a top-down fashion. The third, school culture and climate, revealed that regular educators believed the school was prepared for a limited amount of inclusion. Although exceptional educators acknowledged school readiness, they did not believe that inclusion was an important item on the school's reform agenda. ^