Three-dimensional integrated microfluidic architectures enabled through electrically switchable nanocapillary array membranes     

E. N. Gatimu  T. L. King  J. V. Sweedler    P. W. Bohn 《Biomicrofluidics》2007,1(2)

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The influence of gender on the likelihood of using soft social power strategies in school consultation     

Kimberly C. Getty  William P. Erchul 《Psychology in the schools》2009,46(5):447-458

The social power typology developed originally by French and Raven in 1959 and revised by Raven in 1965 and 1992 was applied to study school consultation. Specifically, we investigated how the gender of school psychologist consultants and teacher consultees influence how likely consultants are to use soft power strategies, identified as those drawing on expert, referent, informational, legitimate dependency, and legitimate position power. A modified version of the Interpersonal Power Inventory was mailed to 1,000 Nationally Certified School Psychologists. Results obtained from 352 respondents indicated that, when consulting with female teachers: (a) male psychologists are more likely to use expert power than the other four soft strategies combined, and (b) female psychologists are less likely to use referent power than the other four soft strategies combined. Findings suggest that consultant gender plays an important role in determining influence strategies used by school consultants. © 2009 Wiley Periodicals, Inc.  相似文献   

Black & White: Two Portrait Stories     

Elaine A. King 《Journal of American culture (Malden, Mass. : 2003)》2008,31(1):66-82

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Campus commons—The performance of a lifetime     

Kimberly Burdette 《About Campus》2007,12(1):28-29

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Career Development Strategies and Experiences of “Outsiders Within” in Academe     

Kecia M. Thomas  Dan A. Mack  Kimberly L. Williams  Lesley A. Perkins 《Journal of Career Development》1999,26(1):51-68

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On the determination of the electrical and acoustic characteristics of telephone receivers     

Louis V. King 《Journal of The Franklin Institute》1919,187(5):611-625

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Early Home Activities and Oral Language Skills in Middle Childhood: A Quantile Analysis          下载免费PDF全文

James Law  Robert Rush  Tom King  Elizabeth Westrupp  Sheena Reilly 《Child development》2018,89(1):295-309

Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.  相似文献   

Connecting 24/5 to Millennials: Providing Academic Support Services from a Learning Commons     

Anne Cooper Moore  Kimberly A. Wells 《The Journal of Academic Librarianship》2009,35(1):75-85

This study investigates user preferences for reference and technical support, services, and facilities featured in an academic library and Learning Commons through a 23-item questionnaire distributed to building entrants during one 24-hour period on March 14, 2006. Results revealed a strong preference for face-to-face assistance (including roving), suggested enhancements, and documented user demographics.  相似文献   

Measurement in physical education and exercise science: A brief report on 2017     

Nicholas D. Myers  Seungmin Lee  Kimberly T. Kostelis 《Measurement in physical education and exercise science》2018,22(1):1-10

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Reading behaviour and electronic journals     

Carol Tenopir  Donald W. King 《Learned Publishing》2002,15(4):259-265

Studies from 1977 through 2001 demonstrate that scientists continue to read widely from scholarly journals. Reading of scholarly articles has increased to approximately 120–130 articles per person per year, with engineers reading fewer journal articles on the average and medical faculty reading more. A growing proportion of these readings come from e-prints and other separate copies. Most scientists in a discipline now use electronic journals at least part of the time, with considerable variations among disciplines. Evidence suggests that scientists are reading from a broader range of journals than in the past, influenced by timely electronic publishing and by growth in bibliographic searching and interpersonal communication as means of identifying and locating articles. Although the scholarly journals system has changed dramatically in the past few decades, it is evident that the value scientists place on the information found in scholarly journal articles, whether electronic or print, remains high.  相似文献