Now showing items 143-162 of 226

    Neurons projecting to the paraventricular nucleus of the hypothalamus are activated and contribute to cardiorespiratory responses to systemic acute hypoxia [1]
    Neutron scattering studies of yttrium doped rare-earth hexagonal multiferroics [1]
    Non-volatile liquid-film-embedded microfluidic valve for microscopic evaporation control and contactless bio-fluid delivery applications [1]
    A noninvasive approach to understanding adaptation, crop raiding behavior, and the fecal microbiota of the African elephant [1]
    The nonparametric analysis of interval-censored failure time data [1]
    Not all forests are disturbed equally: population dynamics and resource selection of black-backed woodpeckers in the Black Hills, South Dakota [1]
    older adults developing a preference for LAT [1]
    On cross-domain social semantic learning [1]
    Order in the marketplace : commercial organizations in antebellum St Louis [1]
    Organizational identity of sorority women: the interplay of belonging, appearance, representation and institutional meaning [1]
    Perceived progress, affect, and intensity : the role of approach-avoidance temperament and optimism in job search [1]
    A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters [1]
    Photoacoustic detection of circulating tumor cells [1]
    Physiological responses of adipose tissue to different models of physical activity and inactivity [1]
    Plasmonic Au nanostructures for surface-enhanced raman spectroscopy [1]
    Plasticity in lateral amygdala after Pavlovian fear conditioning-a computational study [1]
    A policy analysis of Missouri's performance based teacher evaluation pilot [1]
    Poor media, rich democracy : how economics and technology affect construction of news processes [1]
    Predator diversity impacts herbivore abundance and behavior with cascading effects on the prevalence of a vector-borne plant pathogen [1]
    Preservice elementary teachers' initial and post-course views of mathematical arguments: an interpretative phenomenological analysis [1]