The Flipped Inclusion Model: Eco-Sustainable and Inclusive Accessibility in the Era Covid-19

2021 ◽  
pp. 337-351
Author(s):  
De Giuseppe Tonia ◽  
Annalisa Ianniello ◽  
Felice Corona
Keyword(s):  
Inclusion Model

scholarly journals A viscoelastic Eshelby inclusion model and analysis of the Cell-in-Gel system

2021 ◽  
Vol 165 ◽  
pp. 103489
Author(s):  
Mohammad A. Kazemi-Lari ◽  
John A. Shaw ◽  
Alan S. Wineman ◽  
Rafael Shimkunas ◽  
Zhong Jian ◽  
...  
Keyword(s):  
Eshelby Inclusion ◽  
Inclusion Model ◽  
Gel System

Semantic Priming Effect of Metaphor Constituent Terms

2003 ◽  
Vol 96 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Keiko Nakamoto
Keyword(s):  
Semantic Priming ◽  
Priming Effect ◽  
The Other ◽  
Class Inclusion ◽  
Inclusion Model ◽  
Semantic Priming Effect ◽  
The Asymmetry

Camac and Glucksberg reported there was no priming effect between constituent terms of a metaphor and argued that there was no prior similarity or association between the constituents. However, their study had several limitations. An important one was that they neglected the asymmetry of metaphor constituent terms. The purpose of this study is to replicate their experiment under the condition in which one of the constituents preceded the other. The experiment was conducted with Japanese participants using Japanese metaphoric sentences as stimuli. The results showed that the decision was facilitated if the vehicle served as prime and the topic served as target. In contrast, if the topic preceded the vehicle, no priming effect was found. These results are discussed in terms of the class inclusion model proposed earlier by Glucksberg and Keysar.

Effect of Fluids on the Elastic Properties of 3D-Printed Anisotropic Rock Models

2021 ◽  
Vol 62 (5) ◽  
pp. 537-552
Author(s):  
Suresh Dande ◽  
◽  
Robert R. Stewart ◽  
Nikolay Dyaur ◽  
◽  
...  
Keyword(s):  
Wave Propagation ◽  
Elastic Properties ◽  
P Wave ◽  
Engine Oil ◽  
Rock Properties ◽  
Anisotropic Rock ◽  
Wave Velocities ◽  
Inclusion Model ◽  
3D Printed ◽  
Primary Porosity

Laboratory physical models play an important role in understanding rock properties and wave propagation, both theoretically and at the field scale. In some cases, 3D-printing technology can be adopted to construct complex rock models faster, more inexpensively, and with more specific features than previous model-building techniques. In this study, we use 3D-printed rock models to assist in understanding the effects of various fluids (air, water, engine oil, crude oil, and glycerol) on the models’ elastic properties. We first used a 3D-printed, 1-in. cube-shaped layered model. This model was created with a 6% primary porosity and a bulk density of 0.98 g/cc with VTI anisotropy. We next employed a similar cube but with horizontal inclusions embedded in the layered background, which contributed to its total 24% porosity (including primary porosity). For air to liquid saturation, P-velocities increased for all liquids in both models, with the highest increase being with glycerol (57%) and an approximately 45% increase for other fluids in the inclusion model. For the inclusion model (dry and saturated), we observed a greater difference between two orthogonally polarized S-wave velocities (Vs1 and Vs2) than between two P-wave velocities (VP0 and VP90). We attribute this to the S2-wave (polarized normal to both the layering and the plane of horizontal inclusions), which appears more sensitive to horizontal inclusions than the P-wave. For the inclusion model, Thomsen’s P-wave anisotropic parameter (ɛ) decreased from 26% for the air case to 4% for the water-saturated cube and to 1% for glycerol saturation. The small difference between the bulk modulus of the frame and the pore fluid significantly reduces the velocity anisotropy of the medium, making it almost isotropic. We compared our experimental results with theory and found that predictions using Schoenberg’s linear slip theory combined with Gassmann’s anisotropic equation were closer to actual measurements than Hudson’s isotropic calculations. This work provides insights into the usefulness of 3D-printed models to understand elastic rock properties and wave propagation under various fluid saturations.

The Transculturalized Diversity and Inclusion Model

2019 ◽  
pp. 349-368
Author(s):  
Charlotte L. V. Thoms ◽  
Sharon L. Burton
Keyword(s):  
The Body ◽  
Conceptual Frameworks ◽  
Know How ◽  
Diversity And Inclusion ◽  
Body Of Knowledge ◽  
Inclusion Model ◽  
Survey Results

While the transculturalized diversity and inclusion (TD&I) model is a contemporaneous strategy for leadership and learning, it is the latest of the existing disability study models. This chapter reviews the development of the TD&I model from the leadership perspective to study arguments, experiences, and to investigate how this information apprises the construction and exercise of transcultural consciousness, expertise, know-how, traditions, determinations, happenstances, objectives, agreement, and learning. This exploration focuses on the implementation of the model and survey results as this transculturalized model is reasoned the appropriate tool to expose how different backgrounds can be utilized in achievement to blend variability, variation, and diversity into unity. Beginning with the initial conceptual frameworks, and the results of the data, this research details the TD&I model and how to implement it in today's environment of activating change and transformation. This information adds to the body of knowledge regarding disability, strategy, diversity, and inclusion for academics, practitioners, and learners.

Strategies for Integrated Collaborative Inclusion Relationships

2021 ◽  
pp. 100-130
Author(s):  
Jamie Mahoney ◽  
Carol A. Hall
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Collaborative Teaching ◽  
Roles And Responsibilities ◽  
Classroom Activities ◽  
Alternative Teaching ◽  
Group Settings ◽  
Inclusion Model ◽  
The One

This chapter examines the roles and responsibilities of general education and special education teachers in the inclusion model of teaching. Providing students with disabilities services within the inclusion model of services requires both teachers to use specialized strategies and methods such as the co-teaching models ensuring all students are successful within the classroom. These models include the one teach one observe, one teach one assist, station teaching, parallel teaching, alternative teaching, and teaming. Kagan provides collaborative teaching strategies to assist in helping students to learn to work together in during projects and other classroom activities. Students must learn to work in a cooperative manner to be prepared for future essential life skills and jobs. Employers are seeking students who can get along with others and work in group settings to accomplish tasks in a competitive field.

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