A novel surface modification technique for forming porous polymer monoliths in poly(dimethylsiloxane)     

Burke JM  Smela E 《Biomicrofluidics》2012,6(1):16506-1650610

A new method of surface modification is described for enabling the in situ formation of homogenous porous polymer monoliths (PPMs) within poly(dimethylsiloxane) (PDMS) microfluidic channels that uses 365 nm UV illumination for polymerization. Porous polymer monolith formation in PDMS can be challenging because PDMS readily absorbs the monomers and solvents, changing the final monolith morphology, and because PDMS absorbs oxygen, which inhibits free-radical polymerization. The new approach is based on sequentially absorbing a non-hydrogen-abstracting photoinitiator and the monomers methyl methacrylate and ethylene diacrylate within the walls of the microchannel, and then polymerizing the surface treatment polymer within the PDMS, entangled with it but not covalently bound. Four different monolith compositions were tested, all of which yielded monoliths that were securely anchored and could withstand pressures exceeding the bonding strength of PDMS (40 psi) without dislodging. One was a recipe that was optimized to give a larger average pore size, required for low back pressure. This monolith was used to concentrate and subsequently mechanical lyse B lymphocytes.  相似文献   

10 Jahre Arbeitsausschuss Gutes Spielzeug     

Elisabeth Zorell 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):352-354

Ohne Zusammenfassung  相似文献   

A DEMONSTRATION MODEL: OUTREACH CONTINUING EDUCATION FOR RURAL GERIATRIC HEALTH CARE PROVIDERS     

Martha A. Coleman  Adele M. Davenport  Sherrie W. Abbott  Jennie C. Paton 《Educational gerontology》2013,39(4):425-434

This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit.  相似文献   

Easier Said Than Done: Rejoinder on Sijtsma and on Green and Yang     

Ernest C. Davenport  Mark L. Davison  Pey‐Yan Liou  Quintin U. Love 《Educational Measurement》2016,35(1):6-10

The main points of Sijtsma and Green and Yang in Educational Measurement: Issues and Practice (34, 4) are that reliability, internal consistency, and unidimensionality are distinct and that Cronbach's alpha may be problematic. Neither of these assertions are at odds with Davenport, Davison, Liou, and Love in the same issue. However, many authors in the testing community mention these terms not only together, but sometimes as if they are synonymous. Moreover, Cronbach's coefficient alpha is very popular as an index of reliability. Thus, articles discussing alpha are not only appropriate, but necessary. Our concerns are the same as formed the genesis of prior (2009) articles by these same authors, Sijtsma and Green and Yang. This rejoinder also makes comments about item parcels when tests are multidimensional and about factor analytic approaches to assessing reliability.  相似文献   

Agents — the future of exclusivity     

Anne Davenport 《Learned Publishing》1998,11(1):43-47

The Japanese market is changing and the sole agency route to marketing must develop and evolve alongside these changes if it is to have a future. Sole agency agreements need to redirect their focus away from merely closed market distribution agreements towards innovative sales and marketing contracts. Contracts between partners with shared objectives. The trend towards sales and marketing agreements was evident at the ALPSP Seminar on Marketing to Japan, held on 8 October 1997, from which this paper developed.  相似文献   

Editorial     

Donsbach  Wolfgang; Noelle  Elisabeth; Traugott  Michael W.; Worcester  Robert 《Int. Journal of Public Opinion Research》2006,18(4):391-392

If the founders and editors of the International Journal ofPublic Opinion Research described the ideal spectrum of thejournal’s content, we would all very likely enumeratethe following five dimensions, usually in a comparative and/orinternational context: theories about the dynamics of publicopinion, methodological problems and developments, the roleof the news media in public communication, public opinion researchas a social and political problem, and public opinion data on  相似文献   

“Probably true” says the expert: how two types of lexical hedges influence students’ evaluation of scientificness     

Monja Thiebach  Elisabeth Mayweg-Paus  Regina Jucks 《European Journal of Psychology of Education - EJPE》2015,30(3):369-384

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Practical Reformers: Women School Owners in Imperial Germany     

Ute Elisabeth Chamberlin 《History of education quarterly》2014,54(4):465-485

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Microblogging and Lifestreaming in Libraries     

Mina Davenport 《Journal of the Medical Library Association》2015,103(3):161-162

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Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource     

W. Douglas Baker  Elisabeth Däumer 《Pedagogies: An International Journal》2015,10(1):38-53

This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.  相似文献