¿Pueden contribuir los métodos visuales a avanzar hacia una investigación inclusiva? Un estudio sobre inclusión sociolaboral con personas con Trastorno Mental Grave (TMG) = Can visual methods help to go forward inclusive research? A study about social and labor inclusion with people with Severe Mental Illness (SMI)

En este artículo se pretende mostrar cómo la utilización de métodos visuales en la investigación contribuye a potenciar la participación activa de las personas con TMG. Se utiliza como ejemplo un estudio de caso de corte cualitativo que incorpora tres actividades de componente visual (el dibujo “el río de la vida”, las fotografías y el dibujo de proyección de futuro) para favorecer la reflexión narrada que, sobre sus experiencias y vivencias, desarrollan cinco personas con TMG. El uso de las fotografías y dibujos en este estudio permite afirmar que estas estrategias se han mostrado válidas para acceder, en la medida que los participantes han querido, a esferas de vida personales en trayectorias vitales determinadas por la enfermedad mental

Sobre os nomes dos elementos químicos, inclusive dos transférmios

The names of the chemical elements in Brazilian portuguese are presented, including a discussion of corresponding Brazilian nomenclature rules and translation of some parts of the pertinent IUPAC rules. The rules for naming groups of elements in the periodic table, as well as those for the symbolic indication of atomic number, mass number and electric charge of atoms, are also presented.

Advancing towards inclusive social research: visual methods as opportunities for people with severe mental illness to participate in research

This article explores the possibilities offered by visual methods in the move towards inclusive research, reviewing some methodological implications of said research and reflecting on the potential of visual methods to meet these methodological requirements. A study into the impact of work on social inclusion and the social relationships of people suffering from severe mental illness (SMI) serves to illustrate the use of visual methods such as photo elicitation and graphic elicitation in the context of in-depth interviews with the aim of improving the aforementioned target group’s participation in research, participation understood as one of the basic elements of inclusive approaches. On the basis of this study, we reflect on the potential of visual methods to improve the inclusive approach to research and conclude that these methods are open and flexible in awarding participantsa voice, allowingpeople with SMI to express their needs, and therefore adding value to said approach

Finland 12 "all inclusive" tours

kuv., 13 x 21 cm

Perfil bioquímico, inclusive proteinograma, do soro lácteo de búfalas primíparas e pluríparas sadias ao longo da lactação

Resumo: Para avaliar o perfil bioquímico, inclusive proteínas, do soro lácteo de búfalas Murrah primíparas e pluríparas sadias foram analisadas amostras de leite de 30 fêmeas bubalinas durante uma lactação completa. Os animais foram distribuídos em três grupos: G1 - 10 búfalas primíparas, G2 - 10 búfalas pluríparas com duas a três lactações e G3 - 10 búfalas pluríparas com mais de três lactações. O período de lactação foi dividido em: fase inicial (I: primeiro ao terceiro mês de lactação), fase intermediária (T: quarto ao sexto mês de lactação) e fase final (F: sétimo ao nono mês de lactação). Antes da colheita das amostras de leite foram realizados o exame físico da glândula mamária, o teste da caneca de fundo escuro e o California Mastitis Test (CMT). Após a assepsia dos quartos mamários, foram colhidas mensalmente, durante uma lactação completa, amostras de 20mL de leite de cada quarto mamário, em frascos plásticos esterilizados e sem conservante, para a realização do isolamento microbiológico, determinação do perfil bioquímico e fracionamento proteico por meio de eletroforese em gel de poliacrilamida contendo dodecil sulfato de sódio (SDS-PAGE), e amostras de 30mL de leite de cada quarto mamário, em frascos plásticos esterilizados contendo conservante bronopol, para contagem de células somáticas (CCS). Das 1.042 amostras de leite colhidas dos três grupos experimentais durante a lactação, 923 amostras de leite apresentaram reação negativa ao CMT e isolamento microbiológico negativo e foram selecionadas para as análises do perfil bioquímico e fracionamento proteico em SDS-PAGE. Notou-se influência da ordem de parto e da fase da lactação no perfil bioquímico e no proteinograma do soro lácteo de búfalas da raça Murrah sadias. As búfalas primíparas (G1) apresentaram maior atividade das enzimas gamaglutamiltransferase (GGT: 2.346U/L) e fosfatase alcalina (ALP: 181U/L) e maiores concentrações de fósforo (P: 56,6mg/dL), potássio (K: 32,0mg/dL) e α-lactoalbumina (458mg/dL). As fêmeas com duas a três lactações (G2) apresentaram maior CCS (70.700 células/mL) e maiores concentrações de proteína total (1,55g/dL), albumina (100mg/dL), magnésio (Mg: 8,80mg/dL), cloretos (Cl: 176mg/dL), ferro (Fe: 10,7μg/dL), sódio (Na: 178mMol/L) e lactoferrina (59,5mg/dL). As fêmeas com mais de três lactações (G3) apresentaram maiores concentrações de cálcio total (Ca: 41,8mg/dL), cálcio ionizado (Cai: 2,92mMol/L), imunoglobulina A (IgA: 1,32mg/dL), albumina sérica (99,1mg/dL), imunoglobulina G (IgG: 49,7mg/dL) e b-lactoglobulina (1.068mg/dL). Durante a lactação foi observado aumento da CCS, aumento das atividades das enzimas GGT e ALP, aumento das concentrações de proteína total, albumina, P, Mg, Cl, Na, lactoferrina, albumina sérica, IgG, α-lactoalbumina e redução das concentrações de Ca, Fe, Cai, K, IgA e b-lactoglobulina no soro lácteo das búfalas. Os resultados obtidos podem ser utilizados como referências para a espécie bubalina e auxiliar no diagnóstico e no prognóstico de doenças de ocorrência comum na fase de lactação.

Creating Shared Value in India: How Indian Corporations Are Contributing to Inclusive Growth While. Strengthening Their Competitive Advantage

Competitividad y valor compartido

Inclusive education: exploring teachers' perspectives /

This study explores 5 teachers' perspectives on inclusive education. The literature reviewed gives a historical background of special education as well as discusses a number of current methods and techniques that have been implemented as a means to include exceptional students in regular classroom settings. This is a qualitative study that collected and interpreted data in narrative form. Common themes emerged from the accounts that were shared by the participants. This study found that the understanding of mUltiple intelligences and differentiated instruction might assist a teacher to better meet the needs of exceptional students within inclusive classrooms. Based on this study, it is determined that a range of considerations needs to be weighed when choosing an educational placement for a student with an exceptionality. Each decision needs to be based on the individual student and the options open to himlher. When a decision about class placement is to be made, not only are the student's strengths and needs to be considered, but also the school and community, the teacher, and the parents' desire for their child must be taken into account. More work still needs to be done around inclusive education that is at the practical level, so that the needs of both the student and the teacher can be met. Inclusive education did not mean the same thing to each person. It was individualized, just as each student is an individual and what works best for himlher is individual. In learning about inclusive education, settings and strategies need to be considered to allow for each individual student to achieve hislher personal best.

Inclusive teaching practice in the Jewish day school: general studies teachers' experiences /

Little research has been done on inclusive education in the context of the Jewish day school general studies classroom. This qualitative case study research examines the inclusive teaching experiences of 2 general studies teachers in their respective grade 4 classrooms in 2 traditionally structured dual curriculum Jewish day schools. Data analysis of qualitative open-ended interviews, classroom observations, postobservation discxissions, and school and formal curriculum documents yielded understandings about the participants' inclusive practice and the challenges of the traditional Jewish day school structure. Eight themes that emerged related to understandings and questions about time limitations, an emphasis on efficiency, the day school structure, inclusion models, the need for increased teacher collaboration, and tension between curriculum-as-plan and curriculum-as-lived. Discussion of the findings suggests the need for further research in inclusion and integrated curriculimi in order to better understand possible restructuring of the traditional Jewish day school fi-om the time efficiency constrained dual curriculiun structure to a more flexible structure conducive of a meaningful and dynamic lived curriculum.

Niagara Parks Commision Records 1947-1990, n.d. (non-inclusive)

Ontario Editorial Bureau (O.E.B.)

Niagara Region Newspaper Collection, 1811-1998 [non-inclusive]

Selected issues of historical newspapers of local interest, with dates starting from the mid-1800's, originally in the collections of the St. Catharines Public Library, the St. Catharines Historical Museum, and Brock University Library until they were microfilmed at which time they were transferred to Brock University Archives. The collection includes newspapers from various communities in the Niagara Region. The inventory includes the title of the newspaper and the issues available. Complete runs for each newspaper are virtually non extent.

Robert George Malcomson Papers, 1790s-2009 (non-inclusive)

Materials related to military and naval operations of the 1812 era, research of the late Robert Malcomson, Canadian author and historian. Materials include photocopies of materials relating to the War of 1812, photographs and detailed research notes Malcomson made regarding his approach to research (mainly found in Series VIII). Materials were originally arranged in binders relating to an area of research or a certain publication. Articles were removed from the binders and placed in folders using original titles from the binders as series or sub-series titles. Articles within the binders were separated by tabs indicating what the article related to in the publication or topic of interest. In order to avoid repetition, the writing on the tab was used for folder titles, as each folder would be a part of the Series under which it was grouped. The tab names could be authors, events, accounts etc. of the War. Series and sub-series titles were derived from the original titles on the binders. Original intellectual order was retained, grouping similar subjects into Series and Sub-series. Dates recorded were the publication dates of the articles; however, if no publication date was present the date of retrieval was used if from an academic database (ex. JSTOR). The black and white photos from various repositories are reproductions of paintings, microfilm etc. on photographic paper. The colour photographs from various repositories are actual photographs. All books donated by Malcomson were integrated into the University’s Special Collections book collection. These volumes are noted at the end of the finding aid under separated materials.

Royal Canadian Henley Regatta fonds, 1948-1983 (non-inclusive)

In 1903, the Canadian Association of Amateur Oarsmen had their request granted to make the Old Welland Canal at Port Dalhousie the permanent site of the Royal Canadian Henley Regatta. That same year organized rowing was established in St. Catharines when the St. Catharines Rowing and Canoe Club was formed. The Henley course was completed in July of 1903 after rowing was well underway. Although the Henley course served as an athletic and social event, rowing itself was slow to grow in the St. Catharines area. In 1915 the Regatta was cancelled for the duration of WWI and reinstated in 1919 when an increased public interest in the sport began to grow. Two years later, the Henley Aquatic Association was formed in order to control, maintain and improve the rowing facilities. This association was responsible for building a new clubhouse at Ann Street in 1921 and in 1931 completing the grandstands. Also in the 1930s the association had the Federal Government approve their appeal to have the Henley waters dredged for the first time. The St. Catharines Rowing Club re-located its headquarters to the Lakeport Road site. The 1940s brought more support from local groups and with that more events. In 1945, the St. Catharines Junior Chamber of Commerce began helping to organize and promote rowing locally. One of the new events at the Henley course was the "Schoolboy Championships". The growth of both rowing and the Henley continued growing through the 1950s. The Henley Aquatic Association acquired Reid's Island, now Henley Island, mainly through the efforts of Ted Nelson. In the 1960s, rowing really took off in St. Catharines. Women began to become recognized in the sport when Brock University created a women's rowing team. The second dredging was completed in 1964, leading to the creation of a world class rowing course. The facilities were upgraded to international standards and the Henley rowing course became Canada's first Class A FISA (Fédération Internationale des Sociétés d’Aviron or International Federation of Rowing Associations) rowing course. The first North American Rowing Championship was held at the Henley course in 1967 and again in 1970 for the third championship. The Canadian Henley Rowing Corporation formed in 1972, along with the St. Catharines, Parks and Recreation Department created the first rowing school for youth. Since 1960, St. Catharines has been at a competitive level with other International rowing courses. The city continues to produce Olympic level athletes today.