Journal articles: 'Mixed Ability'

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Werner, Robert J. "Mixed-Ability Teaching." ELT Journal 72, no. 2 (April 2018): 223–25. http://dx.doi.org/10.1093/elt/ccx067.

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Skov, Poul. "Mixed Ability Teaching." Scandinavian Journal of Educational Research 30, no. 2 (June 1986): 85–94. http://dx.doi.org/10.1080/0031383860300203.

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Akramov, Sh R. "TEACHING A FOREIGN LANGUAGE IN A MIXED ABILITY CLASS." American Journal of Social Science and Education Innovations 04, no. 12 (December 1, 2022): 01–04. http://dx.doi.org/10.37547/tajssei/volume04issue12-01.

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Quite often in the practice of teaching English, you can hear from colleagues: “Again on this course I got a mixed-ability group!” Is it for good or as a punishment that we are given a situation in which we are forced to work with a group of students of different levels of training? In this article, we'll examine factors that determine how to work with these classes and potential difficulties EFL teachers could encounter, benefits of instructing these students, and advice and tactics for handling these situations.

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Dsouza., Giselle. "MIXED ABILITY GROUPING: MAKING DIFFERENCES COUNT." International Journal of Advanced Research 5, no. 6 (June 30, 2017): 467–71. http://dx.doi.org/10.21474/ijar01/4434.

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Shaw, Michael A. "Word and Image—Mixed Ability Poetry?" English in Education 19, no. 1 (March 1985): 14–16. http://dx.doi.org/10.1111/j.1754-8845.1985.tb00503.x.

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Reynolds, Alan, Fiona Husein, and Paul Richardson. "Strategies for mixed ability teaching within English." Support for Learning 5, no. 4 (November 1990): 186–92. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00187.x.

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Adhami, Mundher. "Responsive questioning in a mixed‐ability group." Support for Learning 16, no. 1 (February 2001): 28–34. http://dx.doi.org/10.1111/1467-9604.00182.

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Kettler, Todd, and Marc Curliss. "Mathematical Acceleration in a Mixed-Ability Classroom." Gifted Child Today 26, no. 1 (January 2003): 52–55. http://dx.doi.org/10.4219/gct-2003-89.

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What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the needs of our students?” The following is a brief summary of what current research reveals about mathematics instruction with gifted learners. The authors also recommend a model which teachers can use in mixed-ability classrooms to effectively challenge and raise student achievement in mathematics.

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Tomlinson, B. "Using poetry with mixed ability language classes." ELT Journal 40, no. 1 (January 1, 1986): 33–41. http://dx.doi.org/10.1093/elt/40.1.33.

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Milburn, Joe. "Against Mixed Epistemology." Principia: an international journal of epistemology 19, no. 2 (August 30, 2015): 183. http://dx.doi.org/10.5007/1808-1711.2015v19n2p183.

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http://dx.doi.org/10.5007/1808-1711.2015v19n2p183We can call any reductive account of knowledge that appeals to both safety and ability conditions a mixed account of knowledge. Examples of mixed accounts of knowledge include Pritchard’s (2012) Anti-Luck Virtue Epistemology, Kelp’s (2013) Safe-Apt account of knowledge, and Turri’s (2011) Ample belief account of knowledge. Mixed accounts of knowledge are motivated by well-known counterexamples to pure safety and pure ability accounts of knowledge. It is thought that by combining both safety and ability conditions we can give an extensionally adequate reductive account of knowledge. In this paper I argue that the putative counterexamples to pure safety and pure ability accounts of knowledge fail to motivate mixed accounts of knowledge. In particular, I argue that if the putative counterexamples are problematic for safety accounts they are problematic for ability accounts and vice-versa. The reason for this, I argue, is that the safety condition and ability condition should be understood as alternative expressions of the same intuition — that knowledge must come from a reliable source.

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Bhandari, Bhim Lal. "Challenges of Teaching English in Mixed Ability Classrooms." Butwal Campus Journal 2, no. 1 (April 1, 2020): 40–48. http://dx.doi.org/10.3126/bcj.v2i1.35669.

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Bevis, Alexandra, Kate Waterworth, and Suzie Mudge. "Participants’ experiences of a mixed-ability yoga series." New Zealand Journal of Physiotherapy 46, no. 1 (March 30, 2018): 29–35. http://dx.doi.org/10.15619/nzjp/46.1.03.

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Wroblewski, Bartlomiej, and Marie Majerová. "Teaching strategies and techniques in mixed-ability classes." CASALC Review 9, no. 2 (December 20, 2019): 31. http://dx.doi.org/10.5817/casalc2019-2-3.

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V příspěvku autoři hodnotí svoji každodenní zkušenost s výukou heterogenních studijních skupin na vysoké škole. V první části autoři popisují typické složení studijní skupiny kurzů „Angličtiny pro zdravotníky“ a charakterizují studenty z hlediska vstupní jazykové competence a věkového složení. Pozornost je věnována problematice jazykových vloh a motivace. V druhé části jsou prezentovány praktické výukové komponenty používané s cílem maximalizovat aktivní zapojení a jazykový růst každého jednotlivého studenta. Praktická zkušenost je reflektována ve vztahu k aktuálním výukovým metodám. Diskutované strategie zahrnují adaptace a diferenciace výukových materiálů a úkolů, vybrané formy kooperativního učení, individualizace výuky a změny v prostorovém uspořádání tříd. Závěrem autoři doporučují kombinovat úspěšné výukové komponenty s ohledem na konkrétní heterogenní skupiny

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Gibbs-Brown, Rebecca. "Exercise prescription in mixed-ability community cardiac rehabilitation." British Journal of Cardiac Nursing 10, no. 10 (October 2, 2015): 510–11. http://dx.doi.org/10.12968/bjca.2015.10.10.510.

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Elbaum, Batya, Sally Watson Moody, and Jeanne Shay Schumm. "Mixed-Ability Grouping for Reading: What Students Think." Learning Disabilities Research and Practice 14, no. 1 (January 1999): 61–66. http://dx.doi.org/10.1207/sldrp1401_6.

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Galvão, Ana Beatriz. "Changes in predictive ability with mixed frequency data." International Journal of Forecasting 29, no. 3 (July 2013): 395–410. http://dx.doi.org/10.1016/j.ijforecast.2012.10.006.

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Ranjet Singh, Dulip Singh. "One Text, Multi-Tasks Meeting the Mixed-Ability Challenge." Advances in Language and Literary Studies 4, no. 1 (January 1, 2013): 1–12. http://dx.doi.org/10.7575/aiac.alls.v.4n.1p.1.

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Xue-Gang, Li, Wu Guang-Quan, Zhang Ming-Xiao, and Liu Fa-Min. "The Surface Activity and Solubilization Ability of Mixed Surfactant." Acta Physico-Chimica Sinica 11, no. 08 (1995): 758–61. http://dx.doi.org/10.3866/pku.whxb19950819.

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Hordiienko, N. M., and L. V. Lomakina. "TEACHING EFL TO MIXED-ABILITY CLASSES: STRATEGIES, CHALLENGES, SOLUTIONS." Advanced Education, no. 3 (July 7, 2015): 39–43. http://dx.doi.org/10.20535/2410-8286.44198.

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Peters, Madeline A. E., and Arthur E. Weis. "Selection for pollen competitive ability in mixed-mating systems." Evolution 72, no. 11 (September 27, 2018): 2513–36. http://dx.doi.org/10.1111/evo.13597.

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Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

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Bresson, É., R. Laprise, D. Paquin, J. M. Thériault, and R. de Elía. "Evaluating the Ability of CRCM5 to Simulate Mixed Precipitation." Atmosphere-Ocean 55, no. 2 (March 15, 2017): 79–93. http://dx.doi.org/10.1080/07055900.2017.1310084.

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Barker, Alison. "Bottom: A Case Study Comparing Teaching Low Ability and Mixed Ability Year 9 English Classes." English in Education 37, no. 1 (March 2003): 4–14. http://dx.doi.org/10.1111/j.1754-8845.2003.tb00586.x.

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Zakarneh, Bilal, Najah Al-Ramahi, and Mahmoud Mahmoud. "Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities." International Journal of Higher Education 9, no. 1 (February 6, 2020): 256. http://dx.doi.org/10.5430/ijhe.v9n1p256.

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One of the greatest challenges experienced by teachers teaching students who learn English as a foreign or a second language is teaching a class consisting of fast learners and slow learners commonly referred to as mixed-ability classes. The present study investigates challenges experienced by teachers of English language classes encompassing slow learners and fast learners. Data was collected using survey questionnaire and analyzed using Microsoft excel. Results revealed that teachers of English language experience several challenges: mixed-ability class tend to be uncooperative and fast learners get bored easily; challenges in planning for the lesson to teach a mixed-ability class; challenges in creating appropriate work-materials for the mixed-ability class; lack of best approaches to manage mixed-ability class; challenges in getting attention of all learners in a mixed-ability class; and frustration when teaching mixed-ability classroom due to low motivation of weak students.

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Yang, Jin Chao, Chun Ming Wang, Shu Guang Wang, Qing Chen, and Jian Hua Chen. "Experimental Research on Anti-Cracking Ability of Polyacrylonitrile Fiber Mortar." Advanced Materials Research 1095 (March 2015): 237–41. http://dx.doi.org/10.4028/www.scientific.net/amr.1095.237.

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This paper adopts panel constraint method to research the influence of different mixing amount of polyacrylonitrile fiber on plastic cracking of mortar. The research result shows that polyacrylonitrile fiber can prevent cracking and refine the cracks, and the effect will become more obvious with increase of its mixed amount. When the mixed fiber in mortar is more than 1.0kg/m3, the crack can be reduced to more than 90%. The best mixed amount of polyacrylonitrile fiber in mortar is 1~1.5kg/m3. This experimental result can provide theoretical basis for improving anti-cracking performance of mortar or concrete.

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Alikulova, Diana Maratovna. "INDIVIDUALIZATION, DIFFERENTIATION AND MATERIAL ADAPTATION IN TEACHING MIXED ABILITY GROUPS." Nauka v sovremennom mire 39, no. 6 (2019): 114–22. http://dx.doi.org/10.31618/2524-0935-2019-39-6-114-122.

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Rich, Yisrael. "Curriculum development for co‐operative learning in mixed ability classes." Journal of Curriculum Studies 18, no. 3 (July 1986): 339–41. http://dx.doi.org/10.1080/0022027860180309.

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Dekker, Rijkje. "Roos and Jos�, two children in a mixed ability group." Educational Studies in Mathematics 18, no. 3 (August 1987): 317–24. http://dx.doi.org/10.1007/bf00386201.

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Al Baghal, Tarek. "The Effect of Online and Mixed-Mode Measurement of Cognitive Ability." Social Science Computer Review 37, no. 1 (December 21, 2017): 89–103. http://dx.doi.org/10.1177/0894439317746328.

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A number of studies, particularly longitudinal surveys, are collecting direct measures of cognitive ability, given its importance as a measure in social science research. As longitudinal studies increasingly switch to mixed-mode data collection, frequently including a web component, differences in survey outcomes including cognitive ability may result from mode effects. Differences may arise due to respondent self-selection into mode or due to the mode causing differential measurement. Using a longitudinal survey that measured cognitive ability after introducing a mixed-mode design with a web component, this research explores if and how mode affects cognitive ability outcomes. This survey allows for control of several possible selection mechanisms, including a limited set of direct cognitive ability measures collected in a single mode in an earlier wave. Findings presented here show clearly that web respondents do better on a number of cognitive ability indicators. However, it does not appear that this is wholly explainable by respondents of different ability self-selecting into particular modes. Rather, it appears that measurement of cognitive ability may differ across modes. This result is potentially problematic as comparability is a key component of using cognitive ability in further research.

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& et al, Raheem. "ABILITY OF SOME FUNGI TO BIOGEGRADE CARBENDAZIM FUNGICIDE." IRAQI JOURNAL OF AGRICULTURAL SCIENCES 52, no. 1 (February 25, 2021): 259–67. http://dx.doi.org/10.36103/ijas.v52i1.1256.

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This study was amid to isolate soil fungi from agriculture soil and study their roles in the biodegradation of carbendazim fungicide at different concentrations were explored for two periods of incubation. Results showed the highest degradation rates of carbendazim at 4 part per million (ppm) concentration were observed by using single culture of Aspergillus niger (69.66% and 99.96% after 10 and 20 days, respectively).In the mixed cultures of Exerohilum sp., Fusarium sp., and A. niger, the maximum degradation rate (98.34%) was achieved at the same concentration after 10 days. The mixed culture of Exerohilum sp. and Fusarium sp. demonstrated the highest degradation rates of (92.14% and 55.74%) at 8 and 12 ppm concentrations, respectively, after 10 days of incubation.

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Cafaro, Francesco, Erin Brady, Sowmya Chandra, Ulka Patil, and Abhijeet Saxena. "E Pluribus Unum: Using Conceptual Metaphor Theory to Explore and Support Mixed-Ability Workplaces." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–31. http://dx.doi.org/10.1145/3479528.

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Even when they are able to secure employment, people with cognitive disabilities typically encounter significant difficulties in the workplace. In this paper, we focus on Mixed-Ability workplaces: work settings in which people without disabilities and with different types of disabilities collaborate on a daily basis. The case study for our exploratory research is a university library that has been able to support a mixed-ability work setting for over four years. We describe how a theory from cognitive linguistics (Conceptual Metaphor Theory) can be used to explore the challenges that people encounter in mixed-ability workplaces, identify the cognitive processes that differ between neurotypical team leaders and workers with cognitive disabilities, and translate these findings into design recommendations for embodied technologies that support mixed-ability workplaces.

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Kapustian, A., and N. Cherno. "Determination of complex forming ability of mixed-ligand organic systems relative to the metal ions." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 21, no. 91 (April 23, 2019): 130–35. http://dx.doi.org/10.32718/nvlvet-f9122.

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It is shown that classical and specific methods for determining the complex forming ability of mixed-ligand organic systems relative to the metal ions is not perfect. Determination of complex-forming ability of mixed-ligand organic systems relative to the metal ions using the method of turbidimetry for media containing biometal chlorides, mixed-ligand systems and sodium carbonate is proposed. As mixed-ligand systems used the culture fluid Bifidobacterium bifidum AC-1670 (mixed-ligand system I), the culture fluid of the composition of probiotic bacteria (mixed-ligand system II), the culture fluid of the composition of probiotic bacteria with the introduction of exogenous chelating agents (mixed-ligand system III), culture fluid of probiotic bacteria composition and products of their cell walls processing (mixed-ligand system IV). A solution of metal chloride (magnesium or calcium, or cuprum, or manganese, or ferrum or zinc) was added discretely to the aliquots of the solution of the organic mixed-ligand system. The mixture was stirred and kept for 30 minutes at 40 °C, then a solution of sodium carbonate was added to the aliquots and discretely measured turbidity of the solution by turbidimetric method at a wavelength of 450 nm. When the increasing of the turbidity magnitude system by 0.02 opt. un, a conclusion about the maximum value of the mixed-ligand organic systems complex forming capacity relative to the metal ion was made. Further increase in the turbidity of the system indicates an increase in the metal content in inorganic form, respectively the complex formation potential of the mixed-ligand system is exhausted. It is determined that the highest complex forming ability in relation to ions of biometals has mixed-ligand system III. The proposed method allows precisely to determine the complex formation capacity of mixed-ligand organic systems in relation to metal ions without the use of aggressive reagents capable of destroying chelate bonds and without involving high-cost rare equipment.

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Spasic-Snele, Miljana, and Mila Guberinic. "The ability to experience mixed emotions in children aged 5 to 10 years." Psihologija, no. 00 (2021): 13. http://dx.doi.org/10.2298/psi210311013s.

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The main aim of this study was to examine children?s ability to verbally report experiencing allocentric mixed emotions in 60 children aged 5 to 10 years from three age groups - preschool, second and fourth grade. Five short video-clips from the animated movie ?Dumbo?, in which the protagonist experiences mixed emotions, were used as a stimulus in the study, followed by an interview with the children, while their parents completed the Empathy Quotient questionnaire to assess the child's empathy. The results showed a developmental progression in children?s ability to experience mixed emotions - the fourth-grade students were shown to be more successful compared to the two younger groups. Age was a statistically significant predictor of experiencing mixed emotions, whereas empathy was not. Gender differences in experiencing mixed emotions were not found, but there was a difference in the dynamics of the development of this ability between the genders. Findings were interpreted from a developmental-cognitive perspective, according to which the ability to integrate opposite valence emotions, as two conceptually different representation sets, develops with age.

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Pardiansyah, Riko, Kamid Kamid, and Bambang Hariyadi. "Analysis of Students’ Problem Solving Ability Based on Metacognition Ability in Set Topic." Indonesian Journal of Science and Mathematics Education 4, no. 2 (August 1, 2021): 108–17. http://dx.doi.org/10.24042/ijsme.v4i2.8668.

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This mixed method research was conducted to find out how students' problem-solving abilities were seen from the metacognition ability on the topic set. The population in this study were class XII students of MAN 2 Jambi City in the 2020/2021 academic year. The sample in this study was selected using the simple random sampling technique. The results of this study indicate that students' problem solving abilities based on students' metacognitive abilities on the topic of the set are in the good category. Metacognition ability can make it easier for students to solve mathematical problems that have been given. Metacognition indicators that seem to have been mastered by students in this study are awareness, regulation, and evaluation.

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Saleh, Mohammad, Ard W. Lazonder, and Ton de Jong. "Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students." Contemporary Educational Psychology 32, no. 3 (July 2007): 314–31. http://dx.doi.org/10.1016/j.cedpsych.2006.05.001.

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Kashevarov, N. I., T. A. Sadokhina, and D. Yu Bakshaev. "Competitive ability of components in mixed agrocenoses of fodder grain crops." Siberian Herald of Agricultural Science 51, no. 1 (March 27, 2021): 42–50. http://dx.doi.org/10.26898/0370-8799-2021-1-5.

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The results of the analysis of yield and biological efficiency of single-species and mixed crops of cereals and legumes, depending on the cultivation zones, are presented. The study was carried out in the forest-steppe and steppe zones of Western Siberia and the forest-steppe zone of Eastern Siberia. The results were analyzed by means of Land Equivalent Ratio and the coefficient of aggressiveness. In the forest-steppe zone of Western Siberia, two-component mixtures with a seeding rate of 60– 75% of cereals (barley or oats) and 35–50% of legumes (peas) had an advantage in cultivation for fodder grain. The yield was 2.3–2.9 t/ha of grain with digestible protein content of 106–110 g per feed unit and the efficiency of the area use of 1.17 units. Peas mixed with wheat had the highest coefficient of aggressiveness (plus 0.53). In the conditions of the steppe zone of Western Siberia, two-component mixtures of barley and wheat with field peas are the most effective with a ratio of cereal and legume components of 60/50% of the total seeding rate of crops. The yield of these cenoses was noted at the level of single-species crops, and the nutritional value was 6–10% higher. Land Equivalent Ratio for this zone amounted to 1.21-1.3 units. The share of the legume component in the grain yield of three-component mixtures under unfavorable dry conditions of the steppe zone was registered insignificant. The value of the coefficient of aggressiveness of the legume component decreased to minus 1.58 and its share in the agrocenosis decreased to the utmost extent. The foreststeppe zone of Eastern Siberia is characterized by sufficient moisture, which contributed to a good grain harvest. The highest yield was provided by a mixture of oats with peas (4.85 t/ha) and oats with peas and barley (4.29 t/ha), with the Land Equivalent Ratio of up to 1.45 units and the coefficient of aggressiveness close to zero. In this zone, there are favorable growth conditions for binary crops.

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Johnson, N. F., P. M. Hui, Dafang Zheng, and M. Hart. "Enhanced winnings in a mixed-ability population playing a minority game." Journal of Physics A: Mathematical and General 32, no. 38 (September 7, 1999): L427—L431. http://dx.doi.org/10.1088/0305-4470/32/38/103.

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Shao, Qiang. "Methanol Concentration Dependent Protein Denaturing Ability of Guanidinium/Methanol Mixed Solution." Journal of Physical Chemistry B 118, no. 23 (May 30, 2014): 6175–85. http://dx.doi.org/10.1021/jp500280v.

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Atherton, Carol. "Balancing Acts: Preparing Students for University in the Mixed-Ability Classroom." International Journal of Adolescence and Youth 14, no. 1 (January 2007): 65–76. http://dx.doi.org/10.1080/02673843.2007.9747993.

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McHale, Ian G., and Łukasz Szczepański. "A mixed effects model for identifying goal scoring ability of footballers." Journal of the Royal Statistical Society: Series A (Statistics in Society) 177, no. 2 (May 22, 2013): 397–417. http://dx.doi.org/10.1111/rssa.12015.

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Errard, C., and A. Hefetz. "Label familiarity and discriminatory ability of ants reared in mixed groups." Insectes Sociaux 44, no. 3 (August 1997): 189–98. http://dx.doi.org/10.1007/s000400050040.

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Jassim, Salah Aldin. "Evaluation of Ligand Competitive Ability for Binding in Mixed Ligand Complex." Journal of Al-Nahrain University-Scienc 19, no. 4 (December 2016): 32–40. http://dx.doi.org/10.22401/jnus.19.4.06.

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Nhat Ho Tran, Trinh, Avirut Puttiwongrak, Phattharachai Pongsopha, Darrakorn Intarabut, Pitthaya Jamsawang, and Piti Sukontasukkul. "Microparticle filtration ability of pervious concrete mixed with recycled synthetic fibers." Construction and Building Materials 270 (February 2021): 121807. http://dx.doi.org/10.1016/j.conbuildmat.2020.121807.

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Tongiani, Serena, Tetsuya Ozeki, and Valentino J. Stella. "Sulfobutyl ether-alkyl ether mixed cyclodextrin derivatives with enhanced inclusion ability." Journal of Pharmaceutical Sciences 98, no. 12 (December 2009): 4769–80. http://dx.doi.org/10.1002/jps.21791.

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Yavrukova, Veronika I., Dimitar N. Shandurkov, Krastanka G. Marinova, Peter A. Kralchevsky, Yee W. Ung, and Jordan T. Petkov. "Cleaning Ability of Mixed Solutions of Sulfonated Fatty Acid Methyl Esters." Journal of Surfactants and Detergents 23, no. 3 (February 3, 2020): 617–27. http://dx.doi.org/10.1002/jsde.12393.

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MARCHI, FRANCESCO, DANIELE CHIMENTI, ANTONIO TAVONI, ALESSANDRA DELLA ROSSA, STEFANO BOMBARDIERI, and PAOLA MIGLIORINI. "Endothelial Progenitor Cells in Mixed Cryoglobulinemia." Journal of Rheumatology 37, no. 7 (June 1, 2010): 1505–7. http://dx.doi.org/10.3899/jrheum.100012.

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Objective.Endothelial progenitor cells (EPC) are a rare population of circulating cells involved in vascular homeostasis. Our aim was to analyze EPC in patients with mixed cryoglobulinemia (MC).Methods.EPC were evaluated by cytometry according to guidelines of the International Society for Hematotherapy and Graft Engineering in 17 patients with MC and 36 controls.Results.Numbers of EPC were significantly increased in MC compared to controls and correlated with cryocrit, but not with clinical manifestations of the disease.Conclusion.The high number of EPC might indicate an intact vascular repair ability. Alternatively, EPC might be defective in homing ability and their increase may represent the attempt to restore vascular integrity.

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Valentine, Desiree. "Visualizing a Critical Mixed-Race Theory." Stance: an international undergraduate philosophy journal 2, no. 1 (September 9, 2019): 18–25. http://dx.doi.org/10.33043/s.2.1.18-25.

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In this paper, questions regarding the cultural understanding of mixed race are explored, which have the ability to complicate the accepted portrayal of race in society as a black/white binary system. Thus, the acknowledgement of something other than this binary system offers new ways of theorizing about race, particularly concerning the sociopolitical implications of mixed-race designation. This paper argues that the visually mixed-race person has a certain direct ability to challenge the binary and its racist logic. Furthermore, this paper goes on to offer a unique interpretation of where power for working against a racially oppressive system lies within critical mixed-race theory.

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Corazza, Martino, and Jen Dyer. "A New Model for Inclusive Sports? An Evaluation of Participants’ Experiences of Mixed Ability Rugby." Social Inclusion 5, no. 2 (June 29, 2017): 130–40. http://dx.doi.org/10.17645/si.v5i2.908.

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Sport has been recognised as a potential catalyst for social inclusion. The Mixed Ability Model represents an innovative approach to inclusive sport by encouraging disabled and non-disabled players to interact in a mainstream club environment. However, research around the impacts of the Model is currently lacking. This paper aims to contribute empirical data to this gap by evaluating participants’ experiences of Mixed Ability Rugby and highlighting implications for future initiatives. Primary qualitative data were collected within two Mixed Ability Rugby teams in the UK and Italy through online questionnaires and focus groups. Data were analysed using Simplican et al.’s (2015) model of social inclusion. Data show that Mixed Ability Rugby has significant potential for achieving inclusionary outcomes. Positive social impacts, reported by all participants, regardless of (dis)ability, include enhanced social networks, an increase in social capital, personal development and fundamental perception shifts. Factors relevant to the Mixed Ability Model are identified that enhance these impacts and inclusionary outcomes. The mainstream setting was reportedly the most important, with further aspects including a supportive club environment and promotion of self-advocacy. A ‘Wheel of Inclusion’ is developed that provides a useful basis for evaluating current inclusive sport initiatives and for designing new ones.

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Joy, Jonathan S. "Mixed Lithium-Boron Materials." Advances in Science and Technology 45 (October 2006): 1941–43. http://dx.doi.org/10.4028/www.scientific.net/ast.45.1941.

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The blending of lithium hydride with both crystalline and amorphous boron has been investigated in order to create single, stable inorganic materials. Loadings up to 20% have been achieved in order to ascertain the ability to evenly distribute the particles throughout the lithium hydride matrix. Initial X-ray data suggests that amorphous boron is more evenly distributed throughout the lithium hydride owing to its smaller particle size but pressing the material results in a lower overall density than the corresponding crystalline boron / lithium hydride mix.

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He, Zi Ye, and Fu Xue Liu. "Research on anti-fatigue ability of Sisal Fiber Asphalt Mixture Pavement." Applied Mechanics and Materials 405-408 (September 2013): 1782–85. http://dx.doi.org/10.4028/www.scientific.net/amm.405-408.1782.

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Fatigue crack is one of the main road damage forms of asphalt pavement structure, and serious impact the asphalt pavement performance and service life. Asphalt mixture has typical viscoelastic,and can get Burgers model and viscoelastic parameters form creep test. Using finite element method of fracture mechanics, simulation under dynamic loading, research crack extending behavior of common asphalt concrete pavement and mixed with 0.2% of sisal fiber asphalt concrete pavement. From the results, it can find out that when mixed with sisal fiber, the anti-fatigue cracking performance is obvious enhancement.

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Journal articles on the topic 'Mixed Ability'

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